Sunday, May 18, 2025
5/18/2025
Community Project Funding/Congressionally Directed Spending - Construction - Project Abstract: Seton Hall University’s Interprofessional Health Sciences (IHS) campus, located in Nutley and Clifton, New Jersey, creates a forward-thinking approach to healthcare education, combining various health disciplines in the fields of nursing, occupational therapy, physician assistant, physical therapy, speech language pathology, athletic training, and medicine. This innovative team-based approach mimics what students experience in a patient centered, integrated healthcare delivery system. The IHS campus has a Simulation Center with several simulation spaces that replicate various healthcare settings including acute care, rehabilitation care, and long-term care. The Center is divided into four main areas: a Skills Labs with 24 acute care beds; Exam Table Labs with 30 patient assessment stations; a High Fidelity Center with seven rooms set up as acute care rooms with premature newborn to older adult manikins with recording capabilities which can also be converted to various patient care settings such as a turf field space and a psychiatric dayroom for mental health simulation; and a Standardized Patient Center with 16 exam rooms set up as outpatient exam rooms with recording capabilities. The Center provides a myriad of over 125 simulation experiences reaching close to 4500 learners annually from Seton Hall’s College of Nursing and School of Health and Medical Sciences. The simulation team at the IHS campus includes simulation specialists and educators, who work collaboratively with faculty to incorporate evidence-based simulation methodologies into the curriculum. Due to the increased demand for a skilled healthcare workforce, Seton Hall’s College of Nursing and School of Health and Medical Sciences student enrollment is increasing by 20% over the next three years, in turn increasing student simulation learning experiences from 4,500 to 5,400 per academic year. The Simulation Center staff are currently unable to accommodate successful simulation-based learning integration across all programs with the current configuration and equipment. There is a lack of equipment necessary for students to engage in complex patient conditions, where dynamic and rapidly changing health conditions can be simulated. This prohibits the Center staff from developing timely simulation activities. To meet the scheduling and simulation education needs of both the current and increased student population, equipment and space upgrades are essential.
HHS’ Tracking Accountability in Government Grants System (TAGGS) website provides access to detailed descriptions of grants, loans, aggregated direct payments and other types of financial assistance awarded by the HHS Operating Divisions (OPDIVs) and the Office of the Secretary Staff Divisions (STAFFDIVs).