Janine E Hinton

Interests

Research

Designing and testing strategies for promoting and validating on-going nursing practice competency within complex systems with the aid of mixed reality, augmented intelligence, and other technology-based resources.Identifying doses and types of simulation-based education activities that support improved clinical practice habits such as preventing errors and failure to rescue patient’s experiencing physiological deterioration.Developing an experimental model to facilitate identification of the impact of system and human factors on acute care delivery to optimize resources and workloads associated with patient outcomes.

Courses

Scholarly Contributions

Journals/Publications

• Hinton, J. E., Randolph, P., Hagler, D., Mays, M. Z., DeFalco, N., Brooks, R., Kastenbaum, B., & Miller, K. (2020). The Nature of Nursing Competency in Simulation of Adult Medical-Surgical Nursing: Exploratory Factor Analysis. Journal of Nursing Measurement. doi:doi:10.1891/JNM-D-18-00078
• Hinton, J. E., Mays, M. Z., Hagler, D., Randolph, P., Brooks, R., DeFalco, N., Kastenbaum, B., & Miller, K. (2017). Testing nursing competence: validity and reliability of the nursing performance profile. Journal of Nursing Measurement, 25(3), 431-458. doi:10.1891/1061-3749.25.3.431.
• Hinton, J. E., Mary, M. Z., Hagler, D., Randolph, P., Brooks, R., DeFalco, N., Kastenbaum, B., Weberg, D., & Miller, K. (2012). Measuring post-licensure competence with simulation: the nursing performance profile. Journal of Nursing Regulation, 3(2), 45-53. doi:https://doi.org/10.1016/S2155-8256(15)30219-2
• Randolph, P., Hinton, J. E., Hagler, D., Mays, M. Z., Kastenbaum, B., Brooks, R., DeFalco, N., Miller, K., & Weberg, D. (2012). Measuring competence: collaboration for safety. Journal of Continuing Education in Nursing, 43(12), 541-7, quiz 548-9. doi:10.3928/00220124-20121120-79
• Hinton, J. E. (1997). Diagnosis: poor morale. A wellness program. Nursing Management, 28(6), 40G.

Presentations

• Hinton, J. (2023). Playing for competence: Gamification, extended realities (XR), biosensors, & artificial intelligence (AI) for adaptive precision education. WIN 2023. Tucson, AZ: Western Institute of Nursing.
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  Invited State of the Science, Education Speaker
• Hinton, J. (2023). Immersive virtual reality (VR) & mixed reality (XR) CON SIMS CACL resources
  . Simulationist Innovations and Mentoring Session. Virtual: University of Arizona College of Nursing.
• Hinton, J. (2023). Leveraging Gamification, Extended Reality (XR), Bio-sensors, & Artificial Intelligence (AI) to Produce Diverse, Equitable, & Inclusive Adaptive Simulations. AzSimNet 13th Annual Conference. Sun City, AZ: Arizona Simulation Network.
• Sepanloo, K., Chen, Y., Shevelev, D., Hinton, J., Aras, S., Son, Y., Newton, T., Carter, B., & Machtley, S. (2023). A multi-sensor integrated with augmented reality system for precise nursing education and analysis. IISE 2023. New Orleans, LA: Institute of Industrial and Systems Engineers.
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  Presentation & Paper
• Hinton, J. (2021, October). Augmented Intelligence and Patient Centered Clinical Reasoning in Simulation. 11th Annual Arizona Simulation Network Hybrid Conference. Phoenix, AZ: Arizona Simulation Network.
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  Healthcare information is complex, immense, and rapidly growing. It can be difficult to decipher volumes of assessment and clinical information and to quickly decide on the best course of action especially during emergency situations. Providing excellent and timely healthcare requires understanding individual patient needs integrated with evidence-based clinical reasoning. Emerging technologies that augment healthcare team decision making have the potential to improve patient outcomes. Augmented Intelligence (AI) involves a human-centered partnership with artificial intelligence technologies to enhance cognitive performance and improve decision making. The proposed presentation will: a) review and compare AI resources, b) predict how AI could be used to enhance learner clinical reasoning during simulation scenarios, and c) explore methods for evaluating intended, unintended and yet unknown consequences of using AI.
• Hinton, J. E., Allison, T. E., Brayton, A., Bouchard, L. A., & Prettyman, A. (2021, October). Two Events in One: Collaborative BSN & DNP Student OSCEs & Formative Simulation-Based Education. AzNA Annual Convention and Membership Meeting. Chandler, AZ: Arizona Nurses Association.
• Hinton, J., & Nelms, J. G. (2021, December). Designing and Deploying Innovative Remote Multi-Patient Simulations. AACN's Transform 2021 Conference. Dallas, TX: American Association of Colleges of Nursing.
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  "Designing and Deploying Innovative Remote Multi-Patient Simulations"Background/IntroductionBuilding nursing student competencies includes providing opportunities to manage care for multiple patients while working as effective team members during routine and emergency situations. Multi-deteriorating patient and multi-patient multidisciplinary simulations aid this preparation. Deploying these simulations remotely requires creative and innovative adaptation of simulation-based education best practices and leveraging technology.PurposeThis presentation will share design features, strategies and adaptations of various technologies that can be applied to future live and engaging remote multi-patient simulations.MethodsAn in-person multi-deteriorating patient simulation was converted to a remote version by the College of Nursing and Health Sciences Simulation Teams, and Master of Science for Entry to the Profession of Nursing (MEPN) Program Faculty. For this simulation, three patients deteriorated within 1 ½ hours. Students identified patterns of deterioration and served as Rapid Response Team members. Students practiced clinical decision making and assessed patient responses to interventions. The remote multi-patient multi-disciplinary simulation involved MEPN and Doctor of Nursing Practice (DNP) Faculty, a Medical Doctor, Simulation Team members, and Standardized Patients. During the multi-disciplinary simulation, student pairs completed focused assessments and medication administration for four patients. Students communicated by phone with practicing Advanced Practice Nurses and a Medical Doctor to advocate for patient needs. Video conferencing, communication applications and multi-media resources were used for both multi-patient simulations. Additionally, the multi-deteriorating patient simulation used simulator software, virtual bedside monitors, and a virtual code cart. ResultsStudent and faculty feedback for both multi-patient simulations were positive and achievement of learning objectives was demonstrated by student performance and during debrief discussions. LimitationsRemote simulations must be combined with hands-on activities to ensure nursing students are proficient at using routine and emergency supplies and equipment.Conclusions/Implications for practiceInnovative remote simulations present opportunities for nursing students to develop clinical decision making, team and interdisciplinary competencies needed to care for multiple patients during routine and emergency situations.
• Skon, C., & Hinton, J. (2021, October). SIMS: Simulationist Innovations & Mentoring Sessions. Arizona Simulation Network Annual Conference. Brookline College: Arizona Simulation Network.
• Hinton, J. (2020, February). Debriefing: Purpose, Policy, Process. Coaching & Academic Teaching Scholarship. College of Nursing, Tucson, AZ: University of Arizona, College of Nursing.
• Hinton, J. E., & Fram, E. (2020, June). Designing virtual reality education solutions: Partnering with software developers. INACSL Virtual 2020. Virtual: International Association for Clinical Simulation and Learning.
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  AbstractVirtual Reality (VR) is a rapidly emerging complex technology that can be used toprovide students with powerful immersive simulation based education experiences.These experiences can be tailored to address specific challenges, such as preparingnew graduate nurses to prioritize and manage the care for multiple patients in anacute care setting. Fortunately, VR technology is becoming more affordable andmobile while offering some unique benefits over traditional computers, tablets, andfull-body software driven manikins. Many educators are novices in regard to usingand designing VR solutions for education problems. These educators are also oftenunfamiliar with how to partner with software developers in order to create viablenew VR education tools. Th e proposed podium session will assist with closingknowledge gaps associated with designing VR education resources and includesthree learner objectives: 1) Describe the unique strengths of Virtual, Augmented andMixed Reality in comparison to mobile devices, traditional computers, task trainersand full-body software driven simulators. 2) Identify problems that could potentiallybe solved through the development of new VR training tools. 3) Outline a VR projectdevelopment and management plan that includes content experts and softwaredevelopers. By the end of the proposed session, learners will have identified multipleeducation challenges that may be addressed by developing new VR resources andwill have identified strategies for working successfully with software developers.
• Hinton, J., & Nelms, J. G. (2020, December). Innovations in Remote Multi-Patient Simulations. Simulation Evolution: History, Current State & Beyond. Virtual: Arizona Simulation Network, University of Arizona, and Grand Canyon University.
• Hinton, J., & Nelms, J. G. (2020, October). Remote Multi-patient Simulation Strategies.. New Models for Clinical Learning and Simulation: Making a Difference. Virtual: Vestigo Health Solutions.
• Hinton, J. (2019, October). The Future: Assessing Competency Through Simulation, Keynote. 2019 Deans and Directors Meeting: Looking to the Future of Nursing Regulation. Yavapai College, Prescott AZ: Arizona State Board of Nursing.
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  Learning Objectives1. Describe implications of the 4th industrial revolution on healthcare 2. Explore Complex Adaptive Competencies3. Explain relationship between simulation-based competency assessment and effective training
• Hinton, J. E., & Estrada, B. (2018, Dec 2018). CATS SIM & SILC Rounds. Coaching & Academic Teaching Scholarship. College of Nursing: University of Arizona College of Nursing.
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  Presentation that summarized recently developed and planned Steele Innovative Learning Center services and processes designed to support faculty implementation of simulation based activities that exemplify best practice standards in order to promote student success.

Other Teaching Materials

• Grant, C., & Hinton, J. (2020. Strengthening patient transitions with stronger collaborations between inpatient facility and home health nurses. University of Arizona.
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  D2L Community Course.