faculty development: integrating simulation into the nursing curriculum planning committee: cathy...
TRANSCRIPT
Faculty Development: Integrating Simulation into the Nursing Curriculum
Planning Committee:Cathy Cormier PhD RNTonia Vessel MSN RNMichelle Ellis MSN RN
Donna Hathorn PhD RNSharon Landry MSN RNWilla Stewart MSN RN
Theresa St. Romain MSN RN
1. Define simulation in reference to Southeastern’s nursing curriculum.
2. Identify types of simulations from low to high fidelity. 3. Discuss advantages of simulation as a teaching
strategy to enhance student learning. 4. Identify the steps to planning a simulation experience.5. Discuss strategies for integrating simulation into the
nursing curriculum. 6. Identify resources for integrating simulation. 7. Explore the functions of high-fidelity simulators in
hands-on environment.
Ability is what you’re capable of doing.
Motivation determines what you do.
Attitude determines how well you do it.
Lou Holtz (Head Coach, University of Notre Dame 1986-1996)
Formation of Ad-Hoc
Skills Group
Implement N477 & N473
Implement N382 & N489
Implement N373
Faculty Development, Room Set-up, Standardized Patients N226
Initiate On-line videos
On-Line Skills Videos &
Proposal for Incorporating Simulation
Nursing Department Budget Internal Grants:
Center for Faculty Excellence External Grants
Board of Regents Fellowships Baton Rouge Area Foundation
Partnerships Healthcare Systems Community Outreach
“To replicate some or nearly all of the essential aspects of a clinical situation so that the situation can be more readily understood and managed when it occurs for real in clinical practice” (Morton, 1995, p. 76)
NLN
(Jefferies, 2005)
(Jefferies, 2005)
Safe practice of high risk low frequency skills
Students can make mistakes without compromising patient safety (Decker, Sportsman, Puetz et al. 2008)
Engages student in active learning
Active learning improves knowledge retention (Johnson et al., 1999)
Self Reflection Promotes critical
analysis of self with regards to clinical nursing skills (Jefferies, 2005)
Team Building (McCausland, Curran, & Cataldi, 2004)
Sharing knowledge & collaborating with peers
Resume Builder Research Opportunities Exciting Opportunity to Enhance Current
Teaching Practices
Recruiting Tool Prepares Baccalaureate Generalist
Integrates 5/9 Essentials for Baccalaureate Education Outlined by CCNE II – Patient Safety III – Evidence Based Practice IV – Application of Patient Care Technology VI – Collaboration !X – Baccalaureate Generalist Nursing Practice
Evidence Synthesis Laschinger et al. 2008 23 studies
Aim: To review the evidence on the effectiveness of simulation in the professional education of health care providers.
Results High learner satisfaction with simulationHigh fidelity simulators are useful for
teaching high acuity skills.Gains in knowledge are short term,
performance will decline over time.
Conclusions:Simulation should be used as an
adjunct not replacement for clinical practice.
Students enjoy simulation and feel it makes learning easier.
More research is needed to evaluate skills acquisition using simulation as a teaching methodology.
Reflects 2010 Vision & Strategic Priorities
Objectives Fidelity Problem Solving Student Support
Debriefing (Jeffries and Rogers, 2007)
Reflect the intended outcome of the experience.
Specify the expected learning behaviors. Provided details to the learner regarding the
expectation of the learning experience.
Technology
Does
Not
Drive
the Simulation Experience
Low
Static equipment for skill attainment.
HighComplex situation replicating real life
Scenario should be challenging but obtainable Provide opportunities to:
Prioritize nursing assessmentProvide nursing care based on
assessmentSelf Evaluate
Cues provided to direct assessment and nursing care during simulation: Verbal Lab Reports Phone Calls Simulator Programming Cue Card for other participants
Focus Learning outcome Application of concepts
Faculty Role Facilitator
Goals Self assessment :
Nursing Actions Decisions Communication Techniques Ability to deal with unexpected
(See Handout)
Determines:Effectiveness of simulation experience Student LearningStudent Satisfaction with Teaching
Strategy
Schedule the simulation with skills lab coordinator & course coordinators.
Create scenario or utilize standardized scenarios
Determine Equipment/Props needed Wigs, Tattoos, Odors, Wounds, etc.
Determine what the student will need to do to prepare for the simulation
Test-run scenario prior to student engagement Conduct Scenario Debriefing
Enhance Clinical ExperiencePre-Clinical Performance AssessmentStudent Exposure to Low Frequency
Scenarios Application of Theory to Practice in Classroom Every Clinical Group Will Rotate Through the
Simulation Lab
Business Plan Policies/Procedures & Infrastructure Faculty Development: On-Going Support for Faculty Research Curriculum Development
Sim Man/Sim Baby http://simulation.laerdal.com
Noelle www.gaumard.com
NLN Simulation Site http://sirc.nln.org
Kansas State Board of Nursing http://www.ksbn.org/cne/
SimulationScenarioLibrary.htm The Bay Area Nursing Resource Center
http://bayareanrc.org/
1. How can you utilize simulation as a teaching strategy?
2. How can you utilize simulation to evaluate student performance?
3. What key scenarios will be appropriate for students at your level?
4. What is your burning question on simulation?
Decker, s., Sportsman, S., Puetz, L., & Billings, L. (2008). The evolution of simulation and its contribution to competency.
Jefferies, P. (2005). A framework for designing, implementing, and evaluating simulations used in teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96-103.
Jefferies, P.& Rogers, K. (2007). Theoretical framework for simulation design. In P. Jefferies (Ed.).
Simulation in nursing education: From conceptualization to evaluation (pp.22-33). New York: National League for Nursing.
Johnson, J., Zerwic, J., & Theis, S. (1999). Clinical simulation laboratory: An adjunct to clinical teaching. Nursing Educator, 24(5), 37-41.
Laschinger, S., Medves J., Pulling,C., McGraw R., Waytuck, B. Harrison, M. & Gambeta K. (2008). International Journal Evidence Based Healthcare, 6, pp. 278-302.
McCausland, L., Curran, C., & Cataldi, P. (2004). Use of a human simulator for undergraduate nurse
education. International Journal of Nursing Education Scholarship, 1(1), 1-17.
Morton, P.G. (1995) Creating a laboratory that simulates the critical care environment. Critical Care Nurse, 16(6), 76-81.