- Email: [email protected]
A Collaborative Scenario Writing Tool for Simulation
e151
Poster Abstracts
Integration of Standardized Patients in Clinical Simulation Education of Temple University Undergraduate Nursing Students Arlene Solnick, MSN, RN. Instructor in Nursing, Department of Nursing, Professional and Technical Associate Director, Institute for Clinical Simulation and Patient Safety, Temple University, College of Health Professions, Department of Nursing, 3307 N. Broad Street (602-00), Philadelphia, PA 19140, [email protected] Undergraduate nursing students typically enjoy a rich variety of learning experiences provided in laboratories, classrooms, and in community and clinical settings. The diversity of learning models continues to expand with the evolution of information and health technologies. However, there is a clinical learning tool, frequently used in medical education, that most undergraduate nursing students in the United States have not had the benefit of experiencing. U.S. medical students routinely benefit from learning through the use of standardized patient interactions (SPI). A pilot study at Temple University was designed to investigate the mechanisms required to incorporate SPI into the undergraduate nursing repertoire and reveal areas where further investigation is warranted. The poster will detail the educational tool of the standardized patient interaction. The processes involved in a pilot study of SPI in an undergraduate nursing program will be outlined. Findings from a recent Temple University pilot study will be summarized. A video (DVD) presentation of a mock-standardized patient interaction will also be available for viewing.
Making the most of your allocations: A collaborative approach to improve efficiency in teaching skills Sheryl Sommer, PhD, RN. Assessment Technologies InstituteÒ, LLC, 913-239-2621, [email protected] Roy Ramsey, EdD, Med. Assessment Technologies InstituteÒ, LLC 913239-2652, [email protected] A constructivist approach was used to design and develop a totally online and media-rich tool to teach nursing skills. This approach allows students to explore, manage, and test learning of individual skills prior to practicing in a controlled or simulation setting. The result is improved understanding of basic skills and a potential for reduced student and faculty time needed for practicing those skills. Accessible anyplace and anytime with the use of a computer and the Internet, the learner progresses through each module until learning is accomplished and testing is complete. Skills Modules can also be used for remediation as needed at a later time. Skills Modules consist of multiple elements, including a module overview, terminology/enunciator, accepted practice guidelines, step-by-step viewing, evidence-based research, practice challenges, frequently asked questions, and documentation guidelines. Reports can be generated by the instructor for analysis of pre and posttest results and completion rates. Status reporting is available by student or by group. Because these media-rich modules are available entirely online, individual components of learning, particularly high-quality video, can be identified and projected in the classroom for largegroup demonstration. Functionality of Skills Modules will be demonstrated in detail. These modules align the student’s prior knowledge and learning styles so that baseline understanding can be attained with minimal instructor intervention. Skills Modules provide students with the resources necessary to be knowledgeable about a skill prior to class time. Institutions can integrate Skills Modules in a variety of ways, including matching skills content to curriculum and the placement of specific skills within a course. Not only can Skills Modules be successfully blended within the curriculum, but there is also a potential for significant program savings by minimizing faculty time for teaching nursing skills and by reducing the amount of other media holdings that may demonstrate skills in a similar way. These potential costsaving aspects will be discussed.
A Collaborative Scenario Writing Tool for Simulation Randall Stennett, R.N., M.S.N, Tracey D. Cooper, MSN, RN, Carla Hilton, MSN, RN, CNE, and Sharon Decker, RN, PhD, CCRN, ACNS-BC, ANEF. West Texas Alliance for Simulation through Application and Partnership (WTASAP), 806-438-3171, [email protected] According to the literature, proper simulation design is required for successful learning. One of the purposes of the West Texas Alliance for Simulation through Application and Partnership (WTASAP) is to develop and share resources to promote simulation in education throughout our vast region. After reviewing, and preliminary utilization of, several scenario writing design templates, the goal of the WTASAP was to formulate one scenario writing tool which would be adopted by all members of the alliance. Workshops were held to educate the alliance members in using simulation as an educational strategy. Specifically, the workshop included an introduction to the simulation model and the unique skills involved in scenario development. As a component of the workshop, participants worked in teams, using the scenario writing tool, to develop scenarios. Additionally, at the conclusion of the workshop, participants provided a critique of the tool. After three revisions, the tool became an amalgamation of several scenario development writing tools, with the added input from the workshop critiques. The scenario writing tool, through these revisions, is becoming a user friendly document. The alliance realizes that the scenario writing tool needs to remain dynamic to be able to respond to changes in simulation technology and nursing practice, and will continue to be revised and updated. This presentation will present the evolution and ultimate results of the collaboration of the members of the West Texas ASAP.
Using a Pre-Scenario Worksheet to Increase Faculty Participation in the Development of Human Patient Simulator Simulations John G. Summerville, MN, RN, and Fran Kamp, MS, RN. Georgia Baptist College of Nursing of Mercer University, 3001 Mercer University Drive, Atlanta, Ga. 30341 Phone 678-547-6745, [email protected] The use of simulated learning experiences is becoming evident in universities around the country. The demand by students for these experiences is growing. Creating simulated experiences for a student using a human patient simulator (HPS) takes much learning and training for a faculty member. The level of detail for development and implementation is very high. Most faculty members cannot see how to participate in the creation of simulations and may perceive simulations as extra work in addition to teaching responsibilities. Paths of creating integration of the simulations into nursing curriculum are evolving. The literature does give school case examples of simulation use but these do not have practical how to information. A complex worksheet for scenarios for the Lardael Simulator, Simman is offered online for download. This document covers all the details that a scenario programmer would need to create a simulated experience with the human patient simulator. Giving this document to faculty members may result in the lack of participation. The level of detail in the document makes participation by teaching faculty members more limited. If the goal is to involve all the subject matter experts in the development of simulation, a method is needed to bridge this detailed approach. To increase integration of the use of simulations into the curriculum by faculty members and to increase the types of simulations created by subject matter experts, this presenter designed a Pre-Scenario Worksheet. The Pre-Scenario Worksheet is a shorted, less detailed version of the longer worksheet. The goal of the work sheet is to make the transition for teaching faculty into co-creating scenarios for nursing students easier. The approach is to allow a teaching faculty to create a patient scenario by writing a story or short case about a patient situation that students would need to learn from. This was done in eight steps and some discussion with faculty members who participated. The purpose of this presentation is to share examples of how this was successfully accomplished at one university nursing school and to demonstrate how to get more faculty members involved with creating simulated experiences for students.
pp e129-e155 Clinical Simulation in Nursing Volume 5 Issue 3S
Poster Abstracts
Integration of Standardized Patients in Clinical Simulation Education of Temple University Undergraduate Nursing Students Arlene Solnick, MSN, RN. Instructor in Nursing, Department of Nursing, Professional and Technical Associate Director, Institute for Clinical Simulation and Patient Safety, Temple University, College of Health Professions, Department of Nursing, 3307 N. Broad Street (602-00), Philadelphia, PA 19140, [email protected] Undergraduate nursing students typically enjoy a rich variety of learning experiences provided in laboratories, classrooms, and in community and clinical settings. The diversity of learning models continues to expand with the evolution of information and health technologies. However, there is a clinical learning tool, frequently used in medical education, that most undergraduate nursing students in the United States have not had the benefit of experiencing. U.S. medical students routinely benefit from learning through the use of standardized patient interactions (SPI). A pilot study at Temple University was designed to investigate the mechanisms required to incorporate SPI into the undergraduate nursing repertoire and reveal areas where further investigation is warranted. The poster will detail the educational tool of the standardized patient interaction. The processes involved in a pilot study of SPI in an undergraduate nursing program will be outlined. Findings from a recent Temple University pilot study will be summarized. A video (DVD) presentation of a mock-standardized patient interaction will also be available for viewing.
Making the most of your allocations: A collaborative approach to improve efficiency in teaching skills Sheryl Sommer, PhD, RN. Assessment Technologies InstituteÒ, LLC, 913-239-2621, [email protected] Roy Ramsey, EdD, Med. Assessment Technologies InstituteÒ, LLC 913239-2652, [email protected] A constructivist approach was used to design and develop a totally online and media-rich tool to teach nursing skills. This approach allows students to explore, manage, and test learning of individual skills prior to practicing in a controlled or simulation setting. The result is improved understanding of basic skills and a potential for reduced student and faculty time needed for practicing those skills. Accessible anyplace and anytime with the use of a computer and the Internet, the learner progresses through each module until learning is accomplished and testing is complete. Skills Modules can also be used for remediation as needed at a later time. Skills Modules consist of multiple elements, including a module overview, terminology/enunciator, accepted practice guidelines, step-by-step viewing, evidence-based research, practice challenges, frequently asked questions, and documentation guidelines. Reports can be generated by the instructor for analysis of pre and posttest results and completion rates. Status reporting is available by student or by group. Because these media-rich modules are available entirely online, individual components of learning, particularly high-quality video, can be identified and projected in the classroom for largegroup demonstration. Functionality of Skills Modules will be demonstrated in detail. These modules align the student’s prior knowledge and learning styles so that baseline understanding can be attained with minimal instructor intervention. Skills Modules provide students with the resources necessary to be knowledgeable about a skill prior to class time. Institutions can integrate Skills Modules in a variety of ways, including matching skills content to curriculum and the placement of specific skills within a course. Not only can Skills Modules be successfully blended within the curriculum, but there is also a potential for significant program savings by minimizing faculty time for teaching nursing skills and by reducing the amount of other media holdings that may demonstrate skills in a similar way. These potential costsaving aspects will be discussed.
A Collaborative Scenario Writing Tool for Simulation Randall Stennett, R.N., M.S.N, Tracey D. Cooper, MSN, RN, Carla Hilton, MSN, RN, CNE, and Sharon Decker, RN, PhD, CCRN, ACNS-BC, ANEF. West Texas Alliance for Simulation through Application and Partnership (WTASAP), 806-438-3171, [email protected] According to the literature, proper simulation design is required for successful learning. One of the purposes of the West Texas Alliance for Simulation through Application and Partnership (WTASAP) is to develop and share resources to promote simulation in education throughout our vast region. After reviewing, and preliminary utilization of, several scenario writing design templates, the goal of the WTASAP was to formulate one scenario writing tool which would be adopted by all members of the alliance. Workshops were held to educate the alliance members in using simulation as an educational strategy. Specifically, the workshop included an introduction to the simulation model and the unique skills involved in scenario development. As a component of the workshop, participants worked in teams, using the scenario writing tool, to develop scenarios. Additionally, at the conclusion of the workshop, participants provided a critique of the tool. After three revisions, the tool became an amalgamation of several scenario development writing tools, with the added input from the workshop critiques. The scenario writing tool, through these revisions, is becoming a user friendly document. The alliance realizes that the scenario writing tool needs to remain dynamic to be able to respond to changes in simulation technology and nursing practice, and will continue to be revised and updated. This presentation will present the evolution and ultimate results of the collaboration of the members of the West Texas ASAP.
Using a Pre-Scenario Worksheet to Increase Faculty Participation in the Development of Human Patient Simulator Simulations John G. Summerville, MN, RN, and Fran Kamp, MS, RN. Georgia Baptist College of Nursing of Mercer University, 3001 Mercer University Drive, Atlanta, Ga. 30341 Phone 678-547-6745, [email protected] The use of simulated learning experiences is becoming evident in universities around the country. The demand by students for these experiences is growing. Creating simulated experiences for a student using a human patient simulator (HPS) takes much learning and training for a faculty member. The level of detail for development and implementation is very high. Most faculty members cannot see how to participate in the creation of simulations and may perceive simulations as extra work in addition to teaching responsibilities. Paths of creating integration of the simulations into nursing curriculum are evolving. The literature does give school case examples of simulation use but these do not have practical how to information. A complex worksheet for scenarios for the Lardael Simulator, Simman is offered online for download. This document covers all the details that a scenario programmer would need to create a simulated experience with the human patient simulator. Giving this document to faculty members may result in the lack of participation. The level of detail in the document makes participation by teaching faculty members more limited. If the goal is to involve all the subject matter experts in the development of simulation, a method is needed to bridge this detailed approach. To increase integration of the use of simulations into the curriculum by faculty members and to increase the types of simulations created by subject matter experts, this presenter designed a Pre-Scenario Worksheet. The Pre-Scenario Worksheet is a shorted, less detailed version of the longer worksheet. The goal of the work sheet is to make the transition for teaching faculty into co-creating scenarios for nursing students easier. The approach is to allow a teaching faculty to create a patient scenario by writing a story or short case about a patient situation that students would need to learn from. This was done in eight steps and some discussion with faculty members who participated. The purpose of this presentation is to share examples of how this was successfully accomplished at one university nursing school and to demonstrate how to get more faculty members involved with creating simulated experiences for students.
pp e129-e155 Clinical Simulation in Nursing Volume 5 Issue 3S