17 LENORA SEVILLIAN, M.B.A., CIPP, CPPP, CPCM, LSSGB, SFC, NCN-A, CPE-P Director of Procurement, NSU Division of Business Services Sevillian also sits on the National Association of Educational Procurement as an at-large director. She is currently a doctoral student studying law and policy at Northeastern University. At the NSU Health Interprofessional Simulation Institute (IPSI), we leverage state- of-the-art technology to augment educational experiences, enrich clinical training, and accelerate medical inno- vations. The sky is the limit, especially with artificial intelligence (AI) at our fingertips. While securing the best technology is essential; however, it is a tool. That is why equal focus must be placed on creating the best users and trainers of technology and AI tools. The human aspect of simulation and the use of artificial intelligence is necessary in maintaining an ethical and psychologically safe space in higher education. The use of growing technologies demands col- laboration between information technology specialists, faculty members, and others to achieve this. Critical pedagogy is the unique advantage underlying the university’s interdisciplinary approach and ability to provide tomorrow’s technology today. Simulation is a modality that has been used by educators for more than 50 years. And it has gained momentum in recent years, with technology rapidly advancing. There are guidelines, certifications, degrees, and long-standing research on professional development in simulation and education. However, the research is limited in the distance- simulation world and in providing educators with the tools to choose which technology meets their needs for in-person or distance activities. The job of the IPSI is to consult with educators and find them the best innovative approaches, find a space for them to bring their students, provide a realistic experience, and connect the educational outcomes to actual practice. Where we are in best practices with technologies like distance simulation, artificial intelligence, and virtual reality seems to be the same place we were about 15 years ago, using manikins for health care simulation. In other words, we don’t yet know the best practice for using this advanced technology in education. Challenge accepted. How do we leverage this technology while providing a safe and ethical learning environment? How do we research the effects of education in the real world once students leave our facility? How do we provide an edge by understanding what skills and abilities practitioners must possess and what our educators need to know? These questions are not new to those working within a doctoral research university. We will answer, assess, and evolve accordingly. While technology is a great tool, education must drive the technology. Not the other way around. o DAWN WAWERSIK, PH.D., R.N., CHSE, CNE-CL Executive Director, NSU Health Interprofessional Simulation Institute Wawersik is a U.S. Navy veteran with 18 years of combined medical and simulation education experience. NSU students attend to a simulation patient. In addition to tracking care through voice and touch, NSU’s adaptable simulation studios and equipment will soon track visual engagement and responses to prompts, as well as presenting problems.
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