Stephanie A. Sideras, R.N., Ph.D., C.A.P.A.
Oregon Health & Science University
School of Nursing Ashland Campus
1250 Siskiyou Blvd., SN-SOU
Ashland, Ore. 97520
Phone: 541 552-6249
Fax: 541 552-6055
I have been a nurse educator at OHSU since 1999. I have found my greatest challenges and biggest rewards in clinical education – teaching students the bedside application of nursing science to help patients' adapt to health care alterations. I have been immersed in simulation education since 2006. I have developed manikin-based simulations as well as simulations for use with standardized patients. In addition to my work in the graduate program teaching new nurse educators how to teach with simulation, I am also responsible for the ongoing development of our campus faculty competency in simulation teaching. While I hold my undergraduate students to the goal of developing competence in implementing national standards of best nursing practice, I hold myself and to a similar goal; my educational methods need to reflect an evidence base that supports their use.
My simulation research has two broad arms. First, I am interested in how this educational method has the potential to change student attitudes, values and perspectives. This drove my interest in researching the impact of simulation on attitudes toward poverty as well as attitudes toward schizophrenia. Vulnerable populations are stigmatized by healthcare providers and simulation seems an ideal approach to alter student perspective. My second major research interest is student performance appraisal. The ultimate purpose of nursing education is to produce competent, caring nurses. Simulation is a logical location for evaluation of student ability. I have been conducting end-of-year benchmarking simulations since 2006. These benchmarks are currently aimed at determining level of student ability in 6 competencies –clinical reasoning, anticipatory thinking, patient safety, skillfulness, evidence based care, and patient-centered care. I am in the process of validation studies on the performance appraisal instrument.
I teach the simulation component of undergraduate classes at the Ashland campus and teach in the graduate course on Simulation in Nursing Education.
ResearchPerformance appraisal in simulation
The impact of simulation on the development of undergraduate nurses' attitudes and values
Sideras, S., McKenzie, G., Noone, J. Dieckmann, N. & Allen, T. (2015). Impact of a simulation on nursing students' attitudes towards schizophrenia. Clinical Simulation in Nursing, 11 (2) 134-141. DOI: 10.1016/j.ecns.2014.11.005.
Franklin, A.E., Sideras, S., Gubrud-Howe, P., & Lee, C. (2014). Comparison of expert modeling versus voice over powerpoint lecture and presimulation readings on novice nurses' competence of providing care to multiple patients. Journal of Nursing Education, 53(11), 615-622.
Sideras, S., McKenzie, G., Noone, J., Markle, D., Frazier, M. & Sullivan, M. (2013). Making simulation come alive: Standardized patients in undergraduate education. Nursing Education Perspectives, 34(6), 421-425.
Decker, S., Fey, M., Sideras, S., Rockstraw, L. Caballero, S., Franklin, A.E., Gloe, D., Lioce, L., Sando, C.R., Meakim, C., & Borum J. (2013). Standards of best practice: Simulation. Standard VI: The debriefing process. Clinical Simulation in Nursing, 9(6S), S26-S29.
Noone, J., Sideras, S., Gubrud-Howe, P., Voss, H., & Matthews, L.R. (2012). Influence of a poverty simulation on nursing student attitudes toward poverty. Journal of Nursing Education, 51(X), 1-6.
Johnson, E., Lasater, K., Hodson-Carlton, K., Siktberg, L. & Sideras, S. (2012) Geriatrics in simulation: role modeling and clinical judgment effect. Nursing Education Perspectives, 33(3), 176-180.
Lasater, K., Johnson, E., Hodson-Carlton, K., Siktberg, L., Sideras, S. (2012). A digital toolkit to implement and manage a multisite study. Journal of Nursing Education, 51(3), 127-132. DOI: 10.3928/01484834-20120113-02.
Adamson, K.A., Gubrud, P., Sideras, S., Lasater, K. (2012). Assessing the reliability, validity and use of the Lasater Clinical Judgment Rubric: Three approaches. Journal of Nursing Education, 51(2), 66-73. DOI: 10.3928/01484834-20111130-03.
Noone, J., Sideras, S. Ross, A.M. (2009) Evidence-based practice to outcomes management Spiraled learning activities, Part I. Journal of Nursing Education, 47(7), 416.
Dillard, N., Sideras, S., Ryan, M., Hodson-Carlton, K., Lasater, L., & Siktberg, L. (2009). A collaborative project to apply and evaluate the clinical judgment model through simulation. Nursing Education Perspectives, 30(2), 99-104.
Ross, A.M., Noone, J., Luce, L.L. & Sideras, S., (2009). Spiraling evidence-based practice and outcomes management concepts in an undergraduate curriculum: A systematic approach. Journal of Nursing Education, 48(6), 319-326.