- Email: [email protected]
Gaming for Nursing: A New Way to Simulate
Abstracts
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a patient from one of the vehicles. The actual arrival, on the campus front lawn by Hospital Wing medical helicopter, of a 17 year old female trauma patient (Noelle), added a dimension of reality and established a tone of urgency to the scenario. After the patient hand off, assessment and stabilization of the patient followed. The focus of the initial care was to save the patient. Later, the shift of care was to save organs. The family arrived, was kept informed, and empathic support was provided. A representative from the Midsouth Organ Donation Foundation functioned in his role as advocate and advisor with the family and nursing staff. Using critical thinking, the student was expected to prioritize and delegate nursing care and to communicate effectively and empathically. Following the scenario, a debriefing and decompression session engaged student observers, scenario participants, and others in an emotional session. Many had experienced death of either a patient in their care or a loved one. This time of sharing and examining provided the depth, profundity, and value as desired outcomes of the scenario.
Simulation Partnership Models: Academia and Service Working Together Jared Kutzin, DNP, MPH, RN, KT Waxman, DNP, MBA, RN, CNL, Carol Okupniak, MSN, RN, Amy Nichols, EdD, RN CNS, Allen Hanberg, PhD RN, and Mary Ann Shinnick, MN, RN. INACSL Conference Proposal: Full Panel, INACSL 2011 Conference, Orlando, FL
from a non-player character; the ability assess, intervene, and reassess the virtual patient; continuous feedback; a debriefing/root cause analysis at the end of the game. The presenters will discuss compelling results of a research study where knowledge transfer, acquisition, and retention; and accuracy and precision of interventions were compared among two groups of pediatric nursing students: those that received respiratory lecture only (n ¼ 47), and those who received the virtual game (n ¼ 46). Both sets of students then participated in Objective Structured Clinical Examinations using high-fidelity pediatric simulators. Satisfaction was also elicited on those participating in the game group. Additionally, several virtual games for neonatal nurse practitioner students will be shown including: a virtual pediatric ventilator, a virtual heart, and pain interactive. 1 Kilmon, C. A., Brown, L., Ghosh, S., & Mikitiuk, A. (2010). Immersive virtual reality simulations in nursing education. Nursing Education Perspectives, 31(5), 314-317.
Collaborative Simulation: Undergraduate Health care and Policing Programs Meet Meagan Lehman, Colette Foisy-Doll, and Const Shelby Cech. Grant MacEwan University, City Center Campus, Robbins Health Learning Center, 9-306E, 10700-104 avenue, Edmonton, AB, Canada T5J 4S2, [email protected]
Abstract: This panel will discuss simulations’ use in bringing together educators and clinicians, to work to improve the quality and safety of healthcare and the quality of education. Simulation can be used as the catalyst to form collaborations both within and between schools and hospitals. The need to build collaborations as well as the various models and challenges associated with collaborative efforts will be discussed by this panel. Jared Kutzin will focus on the collaborative efforts of the New York City Health and Hospitals Corporation, and the need to develop simulation in an interdisciplinary and collaborative fashion. KT Waxman will discuss the development of the California Simulation Alliance which includes seven regional academic/service collaboratives. Amy Nichols will describe her experience with starting a collaboration between academia and service, the need for dual appointment, and their use of simulation to collaborate with the medical, nursing, and other schools. Allen Hanberg will discuss the collaboration that exists at the University of Utah and service partner: InterMountain Healthcare. Mary Ann Shinnick was recently appointed to coordinate the UCLA Simulation strategy that combines the medical school, nursing school, and the medical center’s simulation activities. She will discuss the need for interorganizational collaboration, how this project developed and assists in developing best-practice. Finally, Carol Okupniak from Drexel University will discuss the innovative collaboration that has developed at Drexel between the school of nursing and other schools, including the College of Media and Design (CoMAD) and the School of Information Technology (iSchool). The session will conclude with the development of the foundation of a white paper, comprised of panel members and audience experiences with collaboration building.
Abstract: The staff of the Health and Community Studies, Clinical Laboratories at MacEwan University collaborated with the Edmonton Police Service (EPS) who were seeking authentic physical spaces for their own simulation initiatives. During the initial tour of our hi-fidelity lab, standardized patient suite, and domestic simulation spaces it became evident that our facilities could easily support more than half of their simulation scenarios. In collaborative planning and development sessions for EPS scenarios, a mutual desire was expressed to have both groups of learners interact in simulation events in efforts to enhance the student experience. Ongoing discussion and planning is revealing advantages not initially anticipated. Exposure to the EPS scenario-based learning and implementation model brought a new perspective that has challenged and influenced our own practices. This IPE initiative has augmented MacEwan’s simulation capacity while increasing the authencity of scenarios as students from various programs interacts. This presentation will focus on the interprofessional collaboration between MacEwan and EPS staff, and the participation of undergraduate health and community studies students and police recruits. Introducing typical policing scenarios to our nursing education-focused simulation lab presented applications that would never have otherwise been conceived. For example, a crisis management scenario involving a suicidal individual is enacted by accessing a 3rd story balcony. Policing recruits along with Health and Community Studies students from nursing, OT/PT assistant, police and security, and social work programs participated actively along with the general student population who acted as passive bystanders making the event feel very real.
Gaming for Nursing: A New Way to Simulate Judy L. LeFlore, PhD, RN, NNP-BC, CPNP-PC&AC, ANEF, and Mindi Anderson, PhD, RN, CPNP-PC, ANEF. The University of Texas at Arlington College of Nursing, [email protected]
It Takes More Than Magic: 1100 Safe Days and Counting Tom LeMaster, RN, MSN, MEd, Tiffany Pendergrass, RN, BSN, and Jennifer Manos, RN, BSN. Cincinnati Children’s Center for Simulation and Research, 3333 Burnet Avenue ML 12000, Cincinnati, Ohio 45229, [email protected]
Abstract: This presentation will introduce a new type of simulation emerging for nursing, i.e., use of virtual games, which are immersive in nature.1 Advantages and disadvantages of this type of simulation will be presented, which then be followed by a visual example of a game built for pediatric nursing students to learn respiratory diseases. Important features of the game will be highlighted including: a pre-game; an orientation; modeling
Abstract: Care delivered today is provided by teams of health care workers who have traditionally trained in silos. They and are then placed in the clinical environment and expected to perform as a highly functioning team. Teamwork failures account for forty percent of sentinel events . Additionally, communication failures were also documented as a primary root cause in 3 out of 5 sentinel events.
pp e245-e267 Clinical Simulation in Nursing Volume 7 Issue 6
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a patient from one of the vehicles. The actual arrival, on the campus front lawn by Hospital Wing medical helicopter, of a 17 year old female trauma patient (Noelle), added a dimension of reality and established a tone of urgency to the scenario. After the patient hand off, assessment and stabilization of the patient followed. The focus of the initial care was to save the patient. Later, the shift of care was to save organs. The family arrived, was kept informed, and empathic support was provided. A representative from the Midsouth Organ Donation Foundation functioned in his role as advocate and advisor with the family and nursing staff. Using critical thinking, the student was expected to prioritize and delegate nursing care and to communicate effectively and empathically. Following the scenario, a debriefing and decompression session engaged student observers, scenario participants, and others in an emotional session. Many had experienced death of either a patient in their care or a loved one. This time of sharing and examining provided the depth, profundity, and value as desired outcomes of the scenario.
Simulation Partnership Models: Academia and Service Working Together Jared Kutzin, DNP, MPH, RN, KT Waxman, DNP, MBA, RN, CNL, Carol Okupniak, MSN, RN, Amy Nichols, EdD, RN CNS, Allen Hanberg, PhD RN, and Mary Ann Shinnick, MN, RN. INACSL Conference Proposal: Full Panel, INACSL 2011 Conference, Orlando, FL
from a non-player character; the ability assess, intervene, and reassess the virtual patient; continuous feedback; a debriefing/root cause analysis at the end of the game. The presenters will discuss compelling results of a research study where knowledge transfer, acquisition, and retention; and accuracy and precision of interventions were compared among two groups of pediatric nursing students: those that received respiratory lecture only (n ¼ 47), and those who received the virtual game (n ¼ 46). Both sets of students then participated in Objective Structured Clinical Examinations using high-fidelity pediatric simulators. Satisfaction was also elicited on those participating in the game group. Additionally, several virtual games for neonatal nurse practitioner students will be shown including: a virtual pediatric ventilator, a virtual heart, and pain interactive. 1 Kilmon, C. A., Brown, L., Ghosh, S., & Mikitiuk, A. (2010). Immersive virtual reality simulations in nursing education. Nursing Education Perspectives, 31(5), 314-317.
Collaborative Simulation: Undergraduate Health care and Policing Programs Meet Meagan Lehman, Colette Foisy-Doll, and Const Shelby Cech. Grant MacEwan University, City Center Campus, Robbins Health Learning Center, 9-306E, 10700-104 avenue, Edmonton, AB, Canada T5J 4S2, [email protected]
Abstract: This panel will discuss simulations’ use in bringing together educators and clinicians, to work to improve the quality and safety of healthcare and the quality of education. Simulation can be used as the catalyst to form collaborations both within and between schools and hospitals. The need to build collaborations as well as the various models and challenges associated with collaborative efforts will be discussed by this panel. Jared Kutzin will focus on the collaborative efforts of the New York City Health and Hospitals Corporation, and the need to develop simulation in an interdisciplinary and collaborative fashion. KT Waxman will discuss the development of the California Simulation Alliance which includes seven regional academic/service collaboratives. Amy Nichols will describe her experience with starting a collaboration between academia and service, the need for dual appointment, and their use of simulation to collaborate with the medical, nursing, and other schools. Allen Hanberg will discuss the collaboration that exists at the University of Utah and service partner: InterMountain Healthcare. Mary Ann Shinnick was recently appointed to coordinate the UCLA Simulation strategy that combines the medical school, nursing school, and the medical center’s simulation activities. She will discuss the need for interorganizational collaboration, how this project developed and assists in developing best-practice. Finally, Carol Okupniak from Drexel University will discuss the innovative collaboration that has developed at Drexel between the school of nursing and other schools, including the College of Media and Design (CoMAD) and the School of Information Technology (iSchool). The session will conclude with the development of the foundation of a white paper, comprised of panel members and audience experiences with collaboration building.
Abstract: The staff of the Health and Community Studies, Clinical Laboratories at MacEwan University collaborated with the Edmonton Police Service (EPS) who were seeking authentic physical spaces for their own simulation initiatives. During the initial tour of our hi-fidelity lab, standardized patient suite, and domestic simulation spaces it became evident that our facilities could easily support more than half of their simulation scenarios. In collaborative planning and development sessions for EPS scenarios, a mutual desire was expressed to have both groups of learners interact in simulation events in efforts to enhance the student experience. Ongoing discussion and planning is revealing advantages not initially anticipated. Exposure to the EPS scenario-based learning and implementation model brought a new perspective that has challenged and influenced our own practices. This IPE initiative has augmented MacEwan’s simulation capacity while increasing the authencity of scenarios as students from various programs interacts. This presentation will focus on the interprofessional collaboration between MacEwan and EPS staff, and the participation of undergraduate health and community studies students and police recruits. Introducing typical policing scenarios to our nursing education-focused simulation lab presented applications that would never have otherwise been conceived. For example, a crisis management scenario involving a suicidal individual is enacted by accessing a 3rd story balcony. Policing recruits along with Health and Community Studies students from nursing, OT/PT assistant, police and security, and social work programs participated actively along with the general student population who acted as passive bystanders making the event feel very real.
Gaming for Nursing: A New Way to Simulate Judy L. LeFlore, PhD, RN, NNP-BC, CPNP-PC&AC, ANEF, and Mindi Anderson, PhD, RN, CPNP-PC, ANEF. The University of Texas at Arlington College of Nursing, [email protected]
It Takes More Than Magic: 1100 Safe Days and Counting Tom LeMaster, RN, MSN, MEd, Tiffany Pendergrass, RN, BSN, and Jennifer Manos, RN, BSN. Cincinnati Children’s Center for Simulation and Research, 3333 Burnet Avenue ML 12000, Cincinnati, Ohio 45229, [email protected]
Abstract: This presentation will introduce a new type of simulation emerging for nursing, i.e., use of virtual games, which are immersive in nature.1 Advantages and disadvantages of this type of simulation will be presented, which then be followed by a visual example of a game built for pediatric nursing students to learn respiratory diseases. Important features of the game will be highlighted including: a pre-game; an orientation; modeling
Abstract: Care delivered today is provided by teams of health care workers who have traditionally trained in silos. They and are then placed in the clinical environment and expected to perform as a highly functioning team. Teamwork failures account for forty percent of sentinel events . Additionally, communication failures were also documented as a primary root cause in 3 out of 5 sentinel events.
pp e245-e267 Clinical Simulation in Nursing Volume 7 Issue 6