Campus Clinical: Creating a Simulated Clinical Experience on a Budget

Campus Clinical: Creating a Simulated Clinical Experience on a Budget

e145 Poster Abstracts a nurse. By integrating appropriate level simulation experiences early within the nursing curriculum, the student will begin t...

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e145

Poster Abstracts

a nurse. By integrating appropriate level simulation experiences early within the nursing curriculum, the student will begin to critically think. This allows the educator to bring the student safely to ‘life’ in the form of a patient in the clinical setting. Incorporating life with higher-fidelity simulations and standardized patient experiences put the finishing touches on creating a nurse. Combining all the ‘parts’ of simulation with the ‘pieces’ of education must be done in a manner that is cost-effective and appropriate to the ‘task’ at hand. The underlying take-home message of this presentation is how to use the appropriate tools throughout the curriculum to bring a nurse to life.

The Man Behind the Curtain: Building a Collaborative Relationship between the Clinical Learning Resource Center and Remediation N. Kay Lenhart, MSN, RN, and Charles Spruance, RN. Drexel University, College of Nursing and Health Professions, Clinical Learning Resource Center, 245 N. 15th Street, Mail Stop 501, New College Building, Room 3502, Philadelphia, PA 19102, (Work) - 215762-4148, [email protected] The primary audience for this presentation is a beginner audience, but is specifically aimed at faculty focused on remediation, lab directors, lab leaders, and administrators. When a student fails a skill, we fail as faculty if we begin to blame. It is our responsibility to instill within each student that they had the ability to succeed all the time e they just have to realize this is within themselves. Instead of looking at a skill failure as an internal failure of all persons or any individual persons involved, why not refocus our energies on providing the necessary resources for success? Just as the scarecrow’s intelligence is ultimately validated by his diploma, isn’t the ultimate goal of a nursing program that the student’s intelligence and skills are validated by their license? Early intervention may allow us to help the student obtain the ‘golden’ paper. But.on the way to NCLEX Oz.there’s more than one person behind the curtain. All students, all faculty, all administrators, are individuals. Just like in Oz, the Munchkins, Winkies, and Minions are all diverse, but must collaborate in order to live harmoniously. A team of faculty, remediation specialists, and directors, must traverse the obstacles of the Yellow Brick Road in order to meet the Wiz. The students must work with the ‘wizard’ himself for individual attention, but it is the faculty communication, and the collaboration of resources, time, and space that build the Yellow Brick Road. So click your ruby slippers together, and we’ll show each of you how we have gotten our students (and Toto) home. The underlying take-home message of this presentation is that brains (didactic & skills), heart (compassion and empathy), and courage (the skill for all munchkins involved to come together) are all required. We, as instructors and student-guides, have to instill within each student that they all have the abilities - it was there all the time.

The Process Behind Programming Sim: Utilizing the Nursing Process to Develop a Sim Scenario N. Kay Lenhart, MSN, RN. Drexel University, College of Nursing and Health Professions, Clinical Learning Resource Center, 245 N. 15th Street, Mail Stop 501, New College Building, Room 3502, Philadelphia, PA 19102, (Work) - 215-762-4148, [email protected] The primary audience for this presentation is a beginner audience who does not know how to develop a simulation scenario. It does not matter if you have to program sim yourself, or whether you have a programmer who will input what you design. This presentation is intended to demonstrate how nurses can utilize what they incorporate into their practice every day, the Nursing Process, to build a simulation scenario for students or for nurses in a clinical setting. Participants do not need to have knowledge of high-fidelity simulation or its mechanics, as the presentation is intended to demonstrate how to ‘design’ the scenario so it works for your audience. The presentation will walk through the steps with which we are all familiar: Assessment, Diagnosis, Planning, Implementation, and Evaluation. This methodology will then be applied to developing a simulation scenario, in the hopes of putting technology into a language we all understand. A scenario created utilizing this methodology was implemented at Drexel University with wonderful results, and the steps and outcomes will be

shared with the audience. The underlying take-home message of this presentation is we all have the underlying knowledge to create simulation experiences, but we need to have a ‘blueprint’ to which we can all relate. By utilizing the Nursing Process, you can create simulation experiences for your target audiences quickly and begin to use that equipment sitting on your shelf.

Campus Clinical: Creating a Simulated Clinical Experience on a Budget Laureen A. Love, RN, MSN, NNP-BC, and Sally K. Davis, MSN, RN, CNE. Western Technical College, 400 7th St. N., PO Box C-0908, LaCrosse, WI 54602-0908, [email protected], [email protected] State and national nursing organizations have called for changes in nursing education that include the use of simulation. Faced with limited funds and the desire to incorporate contemporary healthcare technology into the nursing curriculum, Western Technical College used a systematic approach to develop a human patient simulation laboratory with very limited resources. Initially, to make sure that our limited financial resources were allocated most effectively, faculty identified specific program needs prior to purchasing any technology. A survey of the campus revealed available space that would require minimal cost for remodeling. We appealed to our partner institutions to obtain equipment and supplies that they no longer needed, to enhance the realism of the simulation laboratory. As nursing educators, we must provide quality nursing education to meet the needs of our students. This presentation will provide some strategies to help you meet the technological needs of your students with a limited budget.

Integrating Electronic Health Record Systems With Human Patient Simulation Connie Madden, MS, RN, and Allen Hanberg, PhD, RN. University of Utah, College of Nursing, 10 South 2000 East, Salt Lake City, UT. 84112. 801.585.7339 The National Health Information Network Initiative of 2004 states that every citizen has an electronic health record by 2014. Furthermore, the 2008 revision of the AACN Baccalaureate Essentials Document includes information management and patient care technology as essential competencies for the Baccalaureate generalist. Although nursing education has been called into action to address this requirement, the majority of graduating nurses still remain ill-prepared to work with electronic charting and information systems. Cerner AES is a fully functional electronic health record system with an academic overlay that is implemented collaboratively within a consortium of schools. UCARE (Utah Clinical Academic Record Excellence) is the University of Utah, College of Nursing’s implementation and is a highfidelity electronic health record simulator. Electronic record simulation provides students the opportunity to learn informatics competencies while gaining hands-on electronic health record experience. While the value of teaching students to utilize electronic health record systems is paramount, learning becomes more effective when integrated with an immersive patient care experience. The purpose of this presentation is to illustrate the innovative utilization of this information management technology as a merger with human patient simulation. The presentation will exemplify how data is gathered and in-put into the simulated electronic health record system to construct a patient chart. From that chart, simulated patient scenarios are developed from which students learn how to retrieve data and apply it directly within a simulated patient care environment. As the human patient simulation scenario progresses students make clinical decisions based on relevant patient data. Finally, the experience goes full circle; students learn data entry by returning to the chart to document simulated interventions and outcomes. This integrated experience of human patient simulation and electronic health record systems offers an interactive application of information technology and patient care management. Active participation in this experience promotes basic informatics competencies and better prepares students to enter a technologically-rich work environment.

pp e129-e155  Clinical Simulation in Nursing  Volume 5  Issue 3S