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Most Cited Clinical Simulation in Nursing Articles
The most cited articles published since 2011, extracted from Scopus.
Debriefing: The Most Important Component in Simulation?Mary Ann Shinnick | Mary Woo | Tamara B. Horwich | Randolph Steadman
Volume 7, Issue 3, May 2011, Page
Background: Simulation is a time- and cost-intensive teaching modality that consists of both hands-on experience with a lifelike manikin and a debriefing session. While many educators believe that both simulation components are important for learning, the impact of the individual components is unknown. Objectives: The purpose of this study was to determine where in a simulation experience greater knowledge gains occurred. Methods: With a 2-group, repeated measures, experimental design, this study examined the impact of simulation components (hands-on alone and hands-on plus debriefing) on heart failure (HF) clinical knowledge in 162 prelicensure nursing students (age: M = 25.7 years, SD = 6.6 years; 85.5% women) from 3 nursing schools who were at the same point in their curriculum. Parallel HF knowledge tests were given at baseline (Pretest) and after the hands-on (Posttest 1) and debriefing (Posttest 2) stages of the HF simulation. Results: HF knowledge scores decreased from the pretest to the first posttest (after the hands-on component of the simulation; M = -5.63, SD = 3.89; p < .001), whereas they dramatically improved after debriefing (M = +6.75, SD = 4.32; p = < .001). Conclusion: Gains in HF knowledge were achieved only after debriefing. This study suggests that the debriefing experience should be emphasized in a standardized simulation learning experience. Further investigation is needed to evaluate the impact of debriefing and intensive teaching without the hands-on simulation component. © 2011 International Nursing Association for Clinical Simulation and Learning.
High-Fidelity Simulation Debriefing in Nursing Education: A Literature ReviewMark A. Neill | Karen Wotton
Volume 7, Issue 5, September 2011, Page
High-fidelity simulation, in which students engage in clinical scenarios replicating actual clinical situations, is now well integrated into nursing education. Experiential learning philosophy underlies simulation education, in which students are able to develop and refine knowledge. Simulation debriefing guides students through a reflection on what occurred during a simulation scenario, with the goal of developing the knowledge, skills, and rationales underpinning clinical practice. Debriefing is central to the actual simulation event and equally beneficial, if not more so. The paucity of nursing research on evidence-based strategies for efficacious debriefing frameworks is cause for concern, considering the importance of simulation debriefing. The aim of this review is to analyze the literature on the use of simulation debriefing in nursing education and to recommend avenues of further study. As simulation education is rapidly expanding, nursing education needs to gain a deeper understanding of debriefing in order to develop evidence-based practice frameworks. © 2011 International Nursing Association for Clinical Simulation and Learning.
Standards of Best Practice: Simulation Standard I: TerminologyColleen Meakim | Teri Boese | Sharon Decker | Ashley E. Franklin | Donna Gloe | Lori Lioce | Carol R. Sando | Jimmie C. Borum
Volume 9, Issue 6 SUPPL, June 2013, Page
Standards of Best Practice: Simulation Standard VI: The Debriefing ProcessSharon Decker | Mary Fey | Stephanie Sideras | Sandra Caballero | Leland (Rocky) Rockstraw | Teri Boese | Ashley E. Franklin | Donna Gloe | Lori Lioce | Carol R. Sando | Colleen Meakim | Jimmie C. Borum
Volume 9, Issue 6 SUPPL, June 2013, Page
All simulation-based learning experiences should include a planned debriefing session aimed toward promoting reflective thinking. Learning is dependent on the integration of experience and reflection. Reflection is the conscious consideration of the meaning and implication of an action, which includes the assimilation of knowledge, skills, and attitudes with pre-existing knowledge. Reflection can lead to new interpretations by the learner. Reflective thinking does not happen automatically, but it can be taught; it requires time, active involvement in a realistic experience, and guidance by an effective facilitator. The skills of the debriefer are important to ensure the best possible learning; learning without guidance could lead the learner to negatively transfer a mistake into their practice without realizing it had been poor practice, repeat mistakes, focus only on the negative, or develop fixations. Research provides evidence that the debriefing process is the most important component of a simulation-based learning experience. © 2013 International Nursing Association for Clinical Simulation and Learning.
Integration of simulation across the undergraduate curriculum: Student and faculty perspectivesValerie Michele Howard | Nadine Englert | Kirstyn Kameg | Katherine Perozzi
Volume 7, Issue 1, January 2011, Page
Background: High-fidelity human simulation provides an innovative teaching method for nursing students. Faculty members face challenges related to the integration of this method of teaching within a curriculum. Method: The purpose of this study was to implement and integrate the use of high-fidelity human simulation as a teaching and active learning strategy throughout the undergraduate nursing curriculum and evaluate the student and faculty perceptions related to this instructional technology. Kolb's experiential learning theory and Jeffries's Nursing Education Simulation Framework provided the framework for this research project. Creative methods for implementation of simulation in various courses are described. A mixed-methods (survey and focus group) research design was used to measure student and faculty perceptions of this process. Following the simulation experience, students (N = 151) completed the simulation evaluation survey, and faculty (N = 6) participated in focus groups to provide insight into the experience. Results/Conclusions: Student responses related to the experience were overwhelmingly positive, and while faculty agreed that the use of simulation was beneficial to the achievement of learning objectives, many challenges related to the use of the technology were experienced. This study supports the use of simulation in an undergraduate nursing curriculum and offers suggestions for faculty faced with implementing simulation. © 2011 International Nursing Association for Clinical Simulation and Learning.
Comparison of Simulation Debriefing MethodsConnie Chronister | Diane Brown
Volume 8, Issue 7, September 2012, Page
Background: Debriefing following clinical nursing simulation plays a critical role in student learning. Methods of debriefing include verbal feedback or video-assisted verbal discussion that allows reflection-on-action and should immediately follow the simulation exercise to assist the students in assessing their performance. Methods: A comparative, crossover design was used. Students in an undergraduate critical care course were randomly divided into two groups. Both groups participated in a standardized simulation, and then one group received only verbal debriefing (V) and the other received video-assisted verbal debriefing (VA+V). Outcomes measured included quality of student skills (assessment and psychomotor), skills response time, and knowledge retention. Results: Quality of skill improvement was higher and response times were faster for students in the VA+V group (time to initiate cardiopulmonary resuscitation, time to shock, and time to resuscitation. Higher knowledge retention was seen in the V group. Conclusions: VA+V positively affects nursing skills and response times. Knowledge retention was more positively affected by V. © 2012 International Nursing Association for Clinical Simulation and Learning.
Results of the National Council of State Boards of Nursing National Simulation Survey: Part IISuzie Kardong-Edgren | Janet Willhaus | Deborah Bennett | Jennifer Hayden
Volume 8, Issue 4, April 2012, Page
Background: The purpose of this article is to report additional data gathered during the National Council of State Boards of Nursing 2010 nationwide simulation survey of 1,729 nursing programs in the United States. It serves as a companion article to the initial survey data reported by Hayden in 2010. Method: All prelicensure nursing programs in the United States were mailed the survey; 62% of programs (. N = 1,060) receiving the survey responded. This article presents respondents' answers to an additional eight questions about a program's use of simulation and thoughts on various aspects of simulation, not reported in the first article. Results: Standardized patients are used by slightly over a third of programs that responded. More than half of respondents required some scenarios for all students prior to graduation, with the majority of these required scenarios being medical-surgical in nature, followed by emergency and code scenarios. One third of respondents felt that communication and the organizational culture cannot be learned in simulation. Student evaluations were most frequently used to determine the quality of written scenarios, followed by faculty peer evaluations of scenario content. Programs would use more simulation except that faculty are not trained in its use and programs lack appropriate funding. Conclusion: Simulation continues to be adopted in nursing programs, but there is a lack of funding for both faculty training and increased simulation use. © 2012 International Nursing Association for Clinical Simulation and Learning.
Evaluation of simulation in undergraduate nurse education: An integrative reviewCynthia Foronda | Siwei Liu | Eric B. Bauman
Volume 9, Issue 10, October 2013, Page
Background: Although nearly two decades have passed since the introduction of simulation in nurse education, many nurse educators continue to struggle with how to evaluate the effectiveness of simulations. The aim of this review was to synthesize the research findings regarding evaluation of simulation in undergraduate nurse education. Methods: One hundred and one articles were reviewed. Results: Synthesis of research revealed the following five themes: confidence/self-efficacy, satisfaction, anxiety/stress, skills/knowledge, and interdisciplinary experiences. Evidence regarding minimal level of fidelity needed to produce significant learning outcomes was inconclusive. Recommendations and future directions are provided. Conclusion: More robust educational research in simulation is warranted. © 2013 International Nursing Association for Clinical Simulation and Learning.
Structured Debriefing and Students' Clinical Judgment Abilities in SimulationBette Mariani | Mary Ann Cantrell | Colleen Meakim | Patricia Prieto | Kristina T. Dreifuerst
Volume 9, Issue 5, May 2013, Page
Background: Debriefing is a critical component of clinical simulation, yet there are limited studies that demonstrate the outcomes of debriefing on learners' clinical judgment. Method: Using the Lasater Clinical Judgment Rubric, this mixed-method study examined the effects of structured debriefing after 2 clinical simulation experiences on 86 junior-level baccalaureate nursing students' clinical judgment. Debriefing for Meaningful Learning© was the method used for the structured debriefing sessions. Results: The mean clinical judgment scores of the intervention group were higher and improved more over time compared with the mean scores of those in the control group; however, the differences were not statistically significant. Conclusions: Data generated from focus group interviews suggest that students perceived the structured debriefing sessions as being learner-focused discussions that provided a holistic approach that included a review of knowledge, technical skills, and their reactions and emotions about the learning experiences. © 2013 International Nursing Association for Clinical Simulation and Learning.
Merging Problem-Based Learning and Simulation as an Innovative Pedagogy in Nurse EducationSiobhan Murphy | Irene Hartigan | Nuala Walshe | Angela V. Flynn | Sinéad O'Brien
Volume 7, Issue 4, July 2011, Page
Current curriculum models rely heavily on conventional teacher-centered approaches to student learning. Recent literature challenges educators to implement student-centered learning approaches. Health care complexities that confront the future of nursing education, combined with the demands of technologically literate students, challenge educators to be responsive and proactive to advance student-centered learning. Undertaking a scholarly approach to teaching and learning is in keeping with the concept of integrative learning. This article discusses the merger of two active-learning strategies, problem-based learning and simulation, on the basis of a review of recent literature, as well as the scholarly approach undertaken to develop an innovative teaching-learning strategy. Last, it recommends potential pedagogical advantages of combining these strategies in nurse education. This discussion article presents the rationale for merging two well-known teaching strategies for a baccalaureate nursing program at University College Cork, Ireland. © 2010 International Nursing Association for Clinical Simulation and Learning.
An updated review of published simulation evaluation instrumentsKatie Anne Adamson | Suzan Kardong-Edgren | Janet Willhaus
Volume 9, Issue 9, September 2013, Page
Interest in simulation as a teaching and evaluation strategy in nursing education continues to grow. Mirroring this growth, we have seen a proliferation of instruments designed to evaluate simulation participant performance. This article describes two frameworks for categorizing simulation evaluation strategies and provides a review of recent simulation evaluation instruments. The review focuses on four instruments that have been used extensively in the literature, objective structured clinical examinations (OSCE's) including four OSCE instruments, and an extensive list of new instruments for simulation evaluation. © 2013 International Nursing Association for Clinical Simulation and Learning.
Using Clinical Simulation to Enhance Psychiatric Nursing Training of Baccalaureate StudentsMelinda Hermanns | Mary LuAnne Lilly | Bill Crawley
Volume 7, Issue 2, March 2011, Page
This article discusses a simulated attempted suicide scenario used in an inpatient psychiatric setting for an undergraduate psychiatric mental health nursing course. This simulation may be adapted for medical and nonmedical settings for continuing education. The experience was planned, implemented, and evaluated within a caring framework. Faculty, along with a clinical expert, designed the activity to minimize intrapersonal anxiety and to maximize individual learning, peer awareness, and cooperative responses to emergent leadership within the group. © 2011 International Nursing Association for Clinical Simulation and Learning.
Using Simulation to Teach Prelicensure Nursing Students to Minimize Patient Risk and HarmGregory A. DeBourgh | Susan K. Prion
Volume 7, Issue 2, March 2011, Page
Background: The Agency for Healthcare Research and Quality estimates 98,000 deaths occur each year as a result of medical errors, and preventable medical errors are increasing each year. Managing complex health care environments to ensure safe, quality patient care outcomes is an important nursing contribution. Experienced nurses are able to predict patient risk and harm based on experience and knowledge and to act to recognize and respond to this risk. First-year prelicensure nursing students have not yet developed this knowledge and skill or a clear sense of their accountability in the nurse role as primary advocate for patient safety. Method: A quasi-experimental, pre-post test study of 285 students enrolled in a prelicensure clinical nursing course was conducted to describe results of an innovative simulation learning experience with standardized patients that is focused on preventing patient falls, a dramatic example of a patient outcome that is sensitive to nursing care. Results and conclusions: Results of the simulation learning experience suggest this instructional modality provides students with knowledge and skill gains and challenges them with memorable experiential learning that they can apply to clinical practice. © 2011 International Nursing Association for Clinical Simulation and Learning.
Simulation Decreases Nursing Student Anxiety Prior to Communication With Mentally Ill PatientsJanene Luther Szpak | Kirstyn M. Kameg
Volume 9, Issue 1, January 2013, Page
Introduction: The purpose of the study was to investigate the impact of high-fidelity human simulation on nursing student anxiety prior to attending clinical and interacting with a mentally ill patient. Method: This quantitative, nonrandomized, quasi-experimental study was implemented with three groups of undergraduate nursing students who were enrolled in a psychiatric nursing course. The students participated in a 2-hour lecture on therapeutic communication techniques, followed by a simulation experience depicting a depressed patient or an anxious patient in alcohol withdrawal. A sample of 44 students participated by completing a demographic questionnaire, a pre- and postanxiety visual analogue scale, pre- and post-State-Trait Anxiety Inventory, and a Simulation Evaluation Survey. Data were collected during two semesters in 2010. Results: The findings support the use of high-fidelity human simulation to aid in decreasing nursing students' anxiety prior to communicating with patients experiencing mental illness. © 2013 International Nursing Association for Clinical Simulation and Learning.
Debriefing Experience Scale: Development of a Tool to Evaluate the Student Learning Experience in DebriefingShelly J. Reed
Volume 8, Issue 6, July 2012, Page
Background: Debriefing represents the reflection phase of the simulation process, in which feelings are resolved and learning is solidified, but the nursing student experience during debriefing is largely unknown. Method: The Debriefing Experience Scale was developed from debriefing literature and expert opinion. This scale was used in 2 research studies and refined through the use of factor analysis. Results: The resulting scale, divided into 4 subscales, consists of 20 items defining the nursing student debriefing experience. Conclusions: The Debriefing Experience Scale has the potential to assist in providing further insight. © 2012 International Nursing Association for Clinical Simulation and Learning.
Academic Safety during Nursing Simulation: Perceptions of Nursing Students and FacultyBarbara J. Ganley | Luanne Linnard-Palmer
Volume 8, Issue 2, February 2012, Page
Background: Nursing simulation is said to be a safe learning environment. However, research and anecdotal information suggest it may be safe for patients but not academically safe for students. Academic safety is defined. Method: Nursing students (n = 101) and faculty (n = 24) from schools in the San Francisco area completed online surveys to describe an academically safe learning environment. Results/Conclusions: Faculty and students defined academically safe as supportive, and a climate where freedom to learn and grow is enjoyed by all. © 2012 International Nursing Association for Clinical Simulation and Learning.
Debriefing simulations: Comparison of debriefing with video and debriefing aloneShelly J. Reed | Claire M. Andrews | Patricia Ravert
Volume 9, Issue 12, December 2013, Pages 585-591
Background: Debriefing as part of the simulation experience is regarded as essential for learning. Evidence concerning best debriefing practices from the standpoint of a student nurse participant is minimal, particularly when comparing debriefing types. This study evaluated the differences in the student experience between two debriefing types: debriefing with video and debriefing without video (debriefing alone). Method: Nursing students participating in an intensive care simulation were randomized into one ofthe two debriefing types: debriefing with video (n=32) and debriefing alone (n=32) following simulation completion. After debriefing was completed, students were asked to complete a debriefing experience scale, designed to evaluate the nursing student experience during debriefing. Results: Statistically significant differences were found in only 3 of 20 items on the Debriefing Experience Scale. Debriefing with video had higher means with two items, "Debriefing helped me to make connections between theory and real-life situations" (p = .007) and "I had enough time to debrief thoroughly" (p=.039). Debriefing alone had a higher mean on one item ''The debriefing session facilitator was an expertin the content area'' (p = .006). Conclusion: Students identified learning as part of their experience with both debriefing types. Although a few differences exist, nursing students reported overall that their experiences were minimally different between debriefing with video and debriefing alone. © 2013 International Nursing Association for Clinical Simulation and Learning.
An Interprofessional Simulation Promoting Collaboration and Problem Solving among Nursing and Allied Health Professional StudentsJennifer L. Titzer | Constance F. Swenty | W. Gale Hoehn
Volume 8, Issue 8, October 2012, Page
An interprofessional simulation was developed to improve collaboration and problem solving among nursing, radiologic technology, respiratory, and occupational therapy students. The learning objective of the simulation was to facilitate a mutual and professional respect among health care professionals in an educational setting that would be modeled in clinical practice. Instructors from each discipline collaborated on the learning objectives for the simulation. Each discipline specified the expectations and the perceived roles their student would have within the simulation. The simulation allowed students the opportunity to interact with each other to provide safe and effective care for a patient with multiple health care needs. The postsimulation debriefing allowed students to discuss how patient care was prioritized and coordinated by the health care team. The study results indicated that students felt the simulation provided for interdisciplinary team work and an environment that supported working in a clinical situation involving peers. Students reported that they were permitted to explore various paths of delivering patient care during the simulation and that independent problem solving was facilitated. © 2012 International Nursing Association for Clinical Simulation and Learning.
Using Deliberate Practice and Simulation to Improve Nursing SkillsTimothy C. Clapper | Suzie Kardong-Edgren
Volume 8, Issue 3, March 2012, Page
Many of those conducting simulation often focus on team-based skills to improve patient safety and the quality of care. Although these skills are important, members of the team must each first be competent in the skills required of their profession and continually reach out for opportunities to improve on or refresh their clinical skills. Deliberate practice is a concept that is not currently found in the nursing lexicon. However, it offers a path to skill improvement and expertise within the profession. This article (a) describes the components of deliberate practice, (b) suggests ways that simulation may be used to implement it within simulated clinical settings, and (c) suggests factors that educators need to be aware of when setting the stage for deliberate practice. © 2012 International Nursing Association for Clinical Simulation and Learning.
The Effects of Simulated Clinical Experiences on Anxiety: Nursing Students' PerspectivesTeresa Gore | Caralise W. Hunt | Francine Parker | Kimberly H. Raines
Volume 7, Issue 5, September 2011, Page
Background: Beginning baccalaureate nursing students (BSNs) are known to be apprehensive the first time they are required to provide patient care within a hospital setting. This study assesses the effect of simulation as an initial clinical experience on nursing students' anxiety levels. Method: Junior-level BSN students enrolled in the fundamentals and health assessment courses at a southeastern university were assigned randomly to two groups: preclinical simulation experience (intervention) and no simulation experience prior to human patient contact. Anxiety levels were compared between the groups. The intervention was a mock hospital unit simulation in the learning resource center, which allowed each student to care for a simulated patient for 4 hours. A patient problem was incorporated into each scenario. The outcome measure was the Spielberger State-Trait Anxiety Inventory. Results: The experimental group's anxiety scores were significantly lower (p = .01) than the control group's scores (11.0 ± 2.8 vs. 13 ± 3.4). Conclusion: These findings demonstrate the value of a simulation experience to reduce anxiety levels among junior-level nursing students. © 2010 International Nursing Association for Clinical Simulation and Learning.
Causes of student anxiety during simulation: What the literature saysBeverley Nielsen | Nicole Harder
Volume 9, Issue 11, November 2013, Page
Nursing student anxiety may be evident during the simulation experience as students experience heightened anxiety when "onstage" in a scenario. Identified through a review of the literature, patterns of student anxiety emerge, mediated by learning style, concerns that are specific to simulation and being observed. Using the cognitive interference theory model, performance and anxiety are addressed. The anxiety level associated with learning is discussed, followed by literature-based recommendations on ways anxiety can be moderated to enhance learning. © 2013 International Nursing Association for Clinical Simulation and Learning.
A Multisite, Multi-Academic Track Evaluation of End-of-Life Simulation for Nursing EducationLinda Fluharty | Amy Sorrell Hayes | Lesley Milgrom | Kathleen Malarney | Diana Smith | Mary Ann Reklau | Pamela Jeffries | Angela M. McNelis
Volume 8, Issue 4, April 2012, Page
Background: Opportunities for students to care for end-of-life patients are limited in undergraduate nursing programs. Method: Students participated in a quasi-experimental study evaluating knowledge, levels of self-confidence, and self-reported communication skills in caring for a dying patient, as well as satisfaction with the high-fidelity simulation. Results: The convenience sample of 370 associate's degree, traditional baccalaureate, and accelerated baccalaureate nursing students demonstrated a significant increase in knowledge, regardless of role played in the scenario, as well as high levels of self-confidence, self-reported communication skills, and satisfaction with the pedagogical approach. Conclusions: Results showed significantly enhanced student knowledge in end-of-life care. Findings support end-of-life simulation as a strong and viable pedagogical approach to learning. © 2012.
Standards of Best Practice: Simulation Standard IV: FacilitationAshley E. Franklin | Teri Boese | Donna Gloe | Lori Lioce | Sharon Decker | Carol R. Sando | Colleen Meakim | Jimmie C. Borum
Volume 9, Issue 6 SUPPL, June 2013, Page
Multiple methods of facilitation are available, and use of a specific method is dependent on the learning needs of the participant(s) and the expected outcomes. Facilitation methods should vary, keeping in mind that participants bring cultural and individual differences that affect their knowledge, skills, attitudes, and behaviors. Facilitation assists participants to meet the objectives by incorporating their needs and experience level into the planning and implementation of a simulation-based learning experience. Facilitators use feedback or debriefing to help participants meet the objectives and expected outcomes. Facilitation should be appropriate to the participants' level of learning and experience and be theoretically based using best practices. © 2013 International Nursing Association for Clinical Simulation and Learning.
Simulation and Psychomotor Skill Acquisition: A Review of the LiteratureJennifer Gunberg Ross
Volume 8, Issue 9, November 2012, Page
Decreased opportunities for skill practice and mounting concerns that graduate nurses are not competent in basic psychomotor skills requires nurse educators to reevaluate methods to teach these skills. Simulation offers a fresh approach to psychomotor skills education allowing the student to integrate knowledge from all three learning domains while practicing the skill. This article discusses the current state of the science on the use of simulation for psychomotor skill acquisition. This literature review identifies that limited empirical evidence exists to support the efficacy of simulation to teach psychomotor skills, most notably within the discipline of nursing. The existing data stem from studies with limitations that affect the interpretation and generalizability of the results. These findings suggest the need for further research in the area of simulation and psychomotor skill acquisition within nursing education. © 2012 International Nursing Association for Clinical Simulation and Learning.
Human Patient Simulation Manikins and Information Communication Technology Use in Australian Schools of Nursing: A Cross-Sectional SurveyCarol Arthur | Ashley Kable | Tracy Levett-Jones
Volume 7, Issue 6, November 2011, Page
Background: Shortage of suitable quality placements for undergraduate nursing students' clinical experience has motivated Australian schools of nursing to consider alternatives to traditional clinical placements. Human patient simulation manikins and information communication technologies may have the potential to facilitate the development of nursing students' clinical competence within a laboratory environment. Method: A cross-sectional survey of Australian schools of nursing was undertaken to explore the use and types of simulation and information communication technologies and the pedagogical principles underpinning their use. Results: This report profiles the facilities, staffing, teaching strategies, and underpinning pedagogical principles currently employed. Survey results show substantial variations in simulation and information communication technology resources and teaching strategies in current use. Conclusion: Additional funding and staff training opportunities will be required to ensure adequate facilities and staffing are available to support quality use of these technologies. © 2011 International Nursing Association for Clinical Simulation and Learning.


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Sierpinski Triangle Properties
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Sierpinski Triangle Properties is described in multiple online sources, as addition to our editors' articles, see section below for printable documents, Sierpinski Triangle Properties books and related discussion.
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DSA and YDS chapters organize around a variety of issues based on local priorities, especially labor solidarity and anti-austerity work. However, the national office provides resources and support for the main activist priorities of the organization:
Standing Up to Hate Emergency Response
- In response to the anti-Mexican, anti-black, anti-Muslim, anti-refugee and general hate-mongering coming from Donald Trump and the way he is creating space for racist extremists to organize, DSA local chapters are reaching out to immigrant rights organizations, mosques and others who may be targets for violence. We are mobilizing to spread the message that hate only creates more hate.
The Bernie Sanders Campaign
- DSA is proud of our local chapters around the country that supported Bernie Sanders' campaign to win the nomination for President in the Democratic Party. This was a grassroots "independent expenditure" campaign to start a political revolution in this country that will continue long after the 2016 campaign is over. DSA was telling America that #WeNeedBernie to make the democratic socialist movement strong - and we continue building that message.


text: My first tumbler was a cheap Frankfurt Arsenal from Midway, it lasted a little over a year....it burned out after I forgot and left it running over night. So I got another, it only lasted 6 months even though I was careful about how long I ran it. So in Mar I popped for a Lyman 2500, I figured that was big enough to handle anything I would do....it suspossed to handle 1000 .38 cases or 350 30-06 with 6 lbs of media. So last weekend I dropped in 150 .45 cases and went out to mow the yard, when I come back a couple of hours later it's barely vibrating....it's not totally dead but not functional. I'm going to call Lyman about their warranty sometime this week. I'm running these on the floor of my gun room in the basement, tile over concrete, so there should be plenty of air flow and I'm usually only doing less than 400 cases, most of the time less than 200....so am I missing something or just had bad luck?