- Email: [email protected]
Stacking Education
Oral Abstracts
S14
medical physicians). They were also given the expectations and activities of each role during a code situation. The mock code consisted of only 9-10 students per code. The mock code was then experienced with a SimManÒ by Laerdal Human Patient Simulator. The code was video taped and played back to the participants in a debriefing session. After all debriefing was complete, they were given a post-test which consisted of the same 10 questions as on the pre-test. We compared scores using unpaired and paired t-tests, as appropriate. Results: Scores were statistically significantly greater on the post-test than on the pre-test overall (7.9 vs. 5.2; p < .001), for the traditional undergraduate (7.6 vs. 5.2; p < .001) and second degree students (8.6 vs. 5.5; p < .001). For the pre-test, scores were not statistically significantly different between undergraduate and second degree students (5.2 and 5.6; p ¼ .11); however scores were statistically significantly greater for second degree students than the traditional undergraduates on the post-test (8.4 vs. 7.5; p < .001). Additionally, the change in score from pre to post-test was statistically significantly greater for the second degree students (3.1 vs. 2.4; p ¼ .03). The use of SimManÒ in mock code participation did indeed demonstrate an advantageous learning experience for the traditional undergraduate and second degree students. The debriefing session also allowed for an additional learning experience, in that students could evaluate their actions and communication skills during the code. Students made comments such as ‘‘I can’t believe that we forgot to place the back board under SimManÒ’’ and ‘‘Can you believe that we are just standing there not doing compressions!!!’’ After completion of the debriefing session and post-test students commented anecdotally that they wanted to ‘‘do another code’’ stating that they would do so much better with a second mock code experience. The results of this study support the findings of previous mock code simulation research.
From the Laundry Room to the ICU: Managing a 25 Bed Nursing Simulation Lab Rose Sprunger, MSN RN, Jill Steinke, BSN RN, and Wanda Lewis, BSN RN. Indiana Wesleyan University, 4201 S. Washington Street, Marion, IN 46953, 765-677-2268, [email protected], [email protected], [email protected] Background: The use of simulation in nursing education is an exciting and rapidly developing teaching methodology. With the limitations on the number of clinical sites to handle nursing students as well as the impetus on patient safety, simulation for clinical learning is being used as a viable addition to traditional clinical sites. Simulation provides students the opportunity to practice skills in a safe setting. The nursing simulation lab can provide the setting for multiple purposes in the curriculum. It can be used for teaching skills classes, clinical orientations, physical assessment practice, and simulations. Objectives: The participants will be able to: 1. Identify purposes of nursing simulation labs. 2. Discuss day-to-day operations of this simulation lab including: staffing, scheduling of classes and testing, ordering supplies, and maintenance of equipment. 3. Identify this lab’s layout, use of areas and renovations made to the Lab. 4. Discuss the lab’s purposes which includes clinical orientations and skill practice, classes, and testing, in addition to simulations. Indiana Wesleyan University Division of Nursing on the Marion, IN campus presently has 500 nursing students. The 7,000 square feet lab has an ICU room, 4 individual hospital rooms, a maternal child ward, a pediatric ward and 2 other multi-bed practice rooms plus 9 physical assessment exam rooms. Low, medium, and high fidelity manikins are available for teaching and learning. This presents an exciting challenge for the Brooks-Fortune Nursing Skills Simulation Lab faculty and staff. Every semester 75% of the NURSING students use the lab in various capacities. The sophomores use it their entire year for intervention classes, practice, testing, and simulations.
The juniors and seniors come to the lab for 2 days of the semester for clinical orientations, skill acquisition, and simulation. The Lab is staffed Monday through Friday from 8am e 9 pm and 4 hours on Saturday to accommodate the needs of the student’s learning activities. The Lab has a staff comprised of BSN prepared RNs and choice senior nursing students. The full time staff includes a Faculty Coordinator, a Lab Manager, and a Simulation Specialist. The Lab Manager coordinates staff, lab scheduling, and the ordering and maintenance of equipment. The Master’s prepared Simulation Specialist writes, coordinates, and implements simulations while working closely with faculty, staff, and students. This presentation would be interactive that would include a PowerPoint tour of the lab and its equipment. The participants would get to see first hand the layout of the lab and uses. Also the participants would engage in dialog with the Lab Manager about daily operations such as: scheduling staff and students, purchasing supplies and equipment, renovations, testing procedures, and simulations.
Professional Nurse Practice/Stacking Education Lynn Stapleton, RN, MN. Holy Family Hospital; 509-482-2570, [email protected] Purpose: Professional Nurse Practice is an innovative educational series developed and incorporated by Holy Family Hospital for the nursing staff. The purpose of this program is to empower nurses with resources to enhance clinical skills and improve critical reasoning through interactive simulation training. The program provides hands on learning using a high fidelity simulation mannequin in combination with a didactic presentation based on evidence based research. This program is used for new nurse orientation, the RN Residency Program and unit specific training for all in-patient units. Method: The Professional Nurse Practice program consists of a multi-phase curriculum which assimilates a variety of learning styles to improve the educational experience. The initial phase requires the nurses to review assigned resource material. This material includes the background information and hospital policies and procedures applicable to the selected topic. The second phase consists of hands on training with the simulation mannequin and a debriefing session. The simulation is performed in groups of three to four nurses to encourage a team approach which reflects a realistic working environment. This fosters the communication and team building that is essential to a productive unit. During the simulation component the nurses work through a realistic patient scenario incorporating competencies and critical reasoning. The simulation mannequin is able to mimic many human functions to include talking, breathing, pulses, heart tones, lung and abdominal sounds. The nurses are able to conduct patient assessments, provide interventions, and implement critical reasoning as they work through a developing scenario that requires ongoing interruptive thinking and urgent intercessions. The debriefing provides immediate constructive feedback to encourage discussion of the learning objectives met through the simulation experience. The final phase involves a power point presentation with a summation of the topic information and the highlights relevant to the practice of hospital nursing. Results: Professional Nurse Practice integrates a variety of learning styles with the simulation component as the pinnacle educational tool. Nursing feedback deems this experience as a valuable means to facilitate information retention and promote the application of the education in the work place setting.
Bridging the Gap to Professional Practice: Applying IOM Competencies with Volunteers Through Simulations Cindy Thomas, EdD, RN, Marilyn Ryan, EdD, RN, and Kay Hodson Carlton, EdD, RN, FAAN. Institution: Ball State University, School of Nursing, Contact Cindy Thomas at, [email protected] Recent graduates from schools of nursing often experience great challenges in the transition from education to professional practice (Burns & Poster, 2008). The gap reflects the student’s lack of experience and confidence,
pp S2-S15 Clinical Simulation in Nursing Volume 5 Issue 3S
S14
medical physicians). They were also given the expectations and activities of each role during a code situation. The mock code consisted of only 9-10 students per code. The mock code was then experienced with a SimManÒ by Laerdal Human Patient Simulator. The code was video taped and played back to the participants in a debriefing session. After all debriefing was complete, they were given a post-test which consisted of the same 10 questions as on the pre-test. We compared scores using unpaired and paired t-tests, as appropriate. Results: Scores were statistically significantly greater on the post-test than on the pre-test overall (7.9 vs. 5.2; p < .001), for the traditional undergraduate (7.6 vs. 5.2; p < .001) and second degree students (8.6 vs. 5.5; p < .001). For the pre-test, scores were not statistically significantly different between undergraduate and second degree students (5.2 and 5.6; p ¼ .11); however scores were statistically significantly greater for second degree students than the traditional undergraduates on the post-test (8.4 vs. 7.5; p < .001). Additionally, the change in score from pre to post-test was statistically significantly greater for the second degree students (3.1 vs. 2.4; p ¼ .03). The use of SimManÒ in mock code participation did indeed demonstrate an advantageous learning experience for the traditional undergraduate and second degree students. The debriefing session also allowed for an additional learning experience, in that students could evaluate their actions and communication skills during the code. Students made comments such as ‘‘I can’t believe that we forgot to place the back board under SimManÒ’’ and ‘‘Can you believe that we are just standing there not doing compressions!!!’’ After completion of the debriefing session and post-test students commented anecdotally that they wanted to ‘‘do another code’’ stating that they would do so much better with a second mock code experience. The results of this study support the findings of previous mock code simulation research.
From the Laundry Room to the ICU: Managing a 25 Bed Nursing Simulation Lab Rose Sprunger, MSN RN, Jill Steinke, BSN RN, and Wanda Lewis, BSN RN. Indiana Wesleyan University, 4201 S. Washington Street, Marion, IN 46953, 765-677-2268, [email protected], [email protected], [email protected] Background: The use of simulation in nursing education is an exciting and rapidly developing teaching methodology. With the limitations on the number of clinical sites to handle nursing students as well as the impetus on patient safety, simulation for clinical learning is being used as a viable addition to traditional clinical sites. Simulation provides students the opportunity to practice skills in a safe setting. The nursing simulation lab can provide the setting for multiple purposes in the curriculum. It can be used for teaching skills classes, clinical orientations, physical assessment practice, and simulations. Objectives: The participants will be able to: 1. Identify purposes of nursing simulation labs. 2. Discuss day-to-day operations of this simulation lab including: staffing, scheduling of classes and testing, ordering supplies, and maintenance of equipment. 3. Identify this lab’s layout, use of areas and renovations made to the Lab. 4. Discuss the lab’s purposes which includes clinical orientations and skill practice, classes, and testing, in addition to simulations. Indiana Wesleyan University Division of Nursing on the Marion, IN campus presently has 500 nursing students. The 7,000 square feet lab has an ICU room, 4 individual hospital rooms, a maternal child ward, a pediatric ward and 2 other multi-bed practice rooms plus 9 physical assessment exam rooms. Low, medium, and high fidelity manikins are available for teaching and learning. This presents an exciting challenge for the Brooks-Fortune Nursing Skills Simulation Lab faculty and staff. Every semester 75% of the NURSING students use the lab in various capacities. The sophomores use it their entire year for intervention classes, practice, testing, and simulations.
The juniors and seniors come to the lab for 2 days of the semester for clinical orientations, skill acquisition, and simulation. The Lab is staffed Monday through Friday from 8am e 9 pm and 4 hours on Saturday to accommodate the needs of the student’s learning activities. The Lab has a staff comprised of BSN prepared RNs and choice senior nursing students. The full time staff includes a Faculty Coordinator, a Lab Manager, and a Simulation Specialist. The Lab Manager coordinates staff, lab scheduling, and the ordering and maintenance of equipment. The Master’s prepared Simulation Specialist writes, coordinates, and implements simulations while working closely with faculty, staff, and students. This presentation would be interactive that would include a PowerPoint tour of the lab and its equipment. The participants would get to see first hand the layout of the lab and uses. Also the participants would engage in dialog with the Lab Manager about daily operations such as: scheduling staff and students, purchasing supplies and equipment, renovations, testing procedures, and simulations.
Professional Nurse Practice/Stacking Education Lynn Stapleton, RN, MN. Holy Family Hospital; 509-482-2570, [email protected] Purpose: Professional Nurse Practice is an innovative educational series developed and incorporated by Holy Family Hospital for the nursing staff. The purpose of this program is to empower nurses with resources to enhance clinical skills and improve critical reasoning through interactive simulation training. The program provides hands on learning using a high fidelity simulation mannequin in combination with a didactic presentation based on evidence based research. This program is used for new nurse orientation, the RN Residency Program and unit specific training for all in-patient units. Method: The Professional Nurse Practice program consists of a multi-phase curriculum which assimilates a variety of learning styles to improve the educational experience. The initial phase requires the nurses to review assigned resource material. This material includes the background information and hospital policies and procedures applicable to the selected topic. The second phase consists of hands on training with the simulation mannequin and a debriefing session. The simulation is performed in groups of three to four nurses to encourage a team approach which reflects a realistic working environment. This fosters the communication and team building that is essential to a productive unit. During the simulation component the nurses work through a realistic patient scenario incorporating competencies and critical reasoning. The simulation mannequin is able to mimic many human functions to include talking, breathing, pulses, heart tones, lung and abdominal sounds. The nurses are able to conduct patient assessments, provide interventions, and implement critical reasoning as they work through a developing scenario that requires ongoing interruptive thinking and urgent intercessions. The debriefing provides immediate constructive feedback to encourage discussion of the learning objectives met through the simulation experience. The final phase involves a power point presentation with a summation of the topic information and the highlights relevant to the practice of hospital nursing. Results: Professional Nurse Practice integrates a variety of learning styles with the simulation component as the pinnacle educational tool. Nursing feedback deems this experience as a valuable means to facilitate information retention and promote the application of the education in the work place setting.
Bridging the Gap to Professional Practice: Applying IOM Competencies with Volunteers Through Simulations Cindy Thomas, EdD, RN, Marilyn Ryan, EdD, RN, and Kay Hodson Carlton, EdD, RN, FAAN. Institution: Ball State University, School of Nursing, Contact Cindy Thomas at, [email protected] Recent graduates from schools of nursing often experience great challenges in the transition from education to professional practice (Burns & Poster, 2008). The gap reflects the student’s lack of experience and confidence,
pp S2-S15 Clinical Simulation in Nursing Volume 5 Issue 3S