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Using Simulation in your Curriculum: Who, What, Why, and How
Presenter Abstracts
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improve the preceptor’s skill and confidence in using teaching techniques that encouraged development of critical thinking and providing feedback to orientees. The purpose of this presentation is to describe the framework, scenarios, and debriefing for the course. Video will be used to demonstrate some of the scenarios. Instructor development for the course will also be described, specifically how we standardized multiple instructors to provide consistent scenarios and debriefing techniques.
Using Clinical Lab Space Creatively to Meet Student Needs Ashley Franklin, BSN, RN, Mary Beth Walker, MS, RN, and Jimmie Borum, MSN, RN. Texas Christian University Too many students and not enough room? Too many clinical sections and not enough space in the hospital? We’ve developed a plan to accommodate more student volume in our 4-bay Simulation Lab. Our staff includes a MSNprepared director and BSN-prepared faculty associate, and we’ve integrated faculty-driven, high-fidelity scenarios for students in adult medical-surgical and psychiatric clinicals. Our institution has experienced growth related to a new Accelerated BSN track and a growing student population of traditional BSN students. Legislative actions in Texas have contributed to an increase in students seeking nursing education and additional scholarship monies available to students. When the patient census is decreased at area hospitals, we’ve turned to Simulation Lab to provide contextual learning opportunities for undergraduate nursing students. This presentation will provide: 1. Sample timeline for rotation of student groups through Simulation Lab space for orientation to adult critical care practicum experiences; content for a comprehensive neurologic simulation experience encompassing traumatic brain injury scenarios and case studies. 2. Examples of case study utilization plus low-fidelity and high-fidelity simulation for students studying end of life care. 3. Discussion of web-based platforms to enhance student preparation for simulation experiences. 4. Suggestions for implementing faculty-driven scenarios; discussion of advantages and disadvantages of faculty-driven scenarios.
An International Perspective on Simulated Practice in Nursing Education: towards more Similarities or more Differences? Teresa Gore, RN, MSN, DNP(c). Gore:Auburn University School of Nursing Patrick Van Gele, RN, MS. Van Gele: HECVSante - University of Applied Sciences Western Switzerland, Lausanne, Switzerland Workshop Plan: In the last decade, we have seen a remarkable growing interest in the use of simulation in healthcare. Various driving forces set the pace of this development. In nursing education, simulation is quickly becoming part of the curriculum and often results in clinical redesign. Implementation has been steadier in North America compared to the rest of the world. Differences in healthcare and education policy partially explain these discrepancies. Are these differences profound? To facilitate understanding, four experts from Canada, Japan, Switzerland and USA will each present their emblematic and exemplary case study. These presentations will describe a typical educational simulation. The presentation framework will refer to the 11 dimensions of simulation applications (GABA, 2004):
The purpose and aims of the simulation activity The unit of participation in the simulation The experience level of simulation participants The health care domain in which the simulation is applied The health care discipline of personnel participating in the simulation
The type of knowledge, skill, attitudes, or behavior addressed in simulation The age of the patient being simulated The technology applicable or required for simulations The site of simulation participation The extent of direct participation in simulation The feedback method accompanying simulation
Subsequently, two tables of similarities and differences will be presented to the audience. Participants will then amend and discuss these tables referring to their own local educational experiences. Based upon these discussions and their international expertise, the two authors will finally prioritize the items for further discussion, research or innovation opportunities. References: Gaba D M Qual Saf Health Care 2004;13(Suppl 1):i2-i10. Nursing Education Perspectives, Volume 30 Number 2 March 2009 Special Issue devoted to Simulation in Nursing Education At the end of the interactive session priorities will be attributed to those topics and innovation and research will be Learning Objective One: Present actual simulation strategies/practice in nursing education in USA, Canada, Switzerland, Japan. Learning Objective Two: Understand the underpinning reasons for educational choices in these four countries. Learning Objective Three: Comment and discuss with audience major similarities and/or diffrences Learning Objective Four: Discover new areas of research and/or innovation.
Using Simulation in your Curriculum: Who, What, Why, and How Joan Grant, DSN, Jacqueline Moss, PhD, and Penni Watts, MSN. University of Alabama at Birmingham; School of Nursing Quality clinical placements for students grow increasingly scarce, while patient acuity levels increase and practitioners must use and feel comfortable managing more sophisticated medical equipment. Demands for accountability, quality education, and increased enrollments have led health professionals to embrace simulation as a valuable tool to develop clinical expertise. But little practical advice exists on how to accomplish this in the real world. In our 2006 and 2007 presentations, we presented strategies for kick-starting the use of simulation in nursing programs by providing faculty development, implementing simulation project groups, integrating simulation into curriculum, and procuring grant funding for simulation research and purchases Since this time, we have tripled our simulation space, exponentially increased faculty and student use of simulation laboratories, and acquired much more simulation equipment and mannequins. In this presentation we will describe what we have learned along our journey. We will provide practical advice about building faculty buy-in and participation in simulation, including implementing courses without lecture content. We will also share recommendations for types of laboratory space needed for schools implementing simulation into their curriculum as well as processes for managing the space, staff, students, and simulation supplies. Finally, we will share what we have learned regarding the best mix of task trainers, medium, and high fidelity purchases needed to adequately prepare students for clinical practice using simulation.
Simulation Technology Impacts Cultural Competence of Undergraduate Students in North America and Norway Sheila Grossman, PhD. FNP, APRN-BC, Diana Mager, DNP, RN-C, Helene Opheim, MSN, RN, and Astrid Torbjornsen, MSN, RN. Fairfield University School of Nursing Background: The project is a part of the Norwegian Centre for International Cooperation in Higher Education funded collaborative partnership between nursing faculty and students in North America and Norway that ideally will continue and broaden as a longitudinal study. This aspect of collaboration
pp e107-e126 Clinical Simulation in Nursing Volume 6 Issue 3
e114
improve the preceptor’s skill and confidence in using teaching techniques that encouraged development of critical thinking and providing feedback to orientees. The purpose of this presentation is to describe the framework, scenarios, and debriefing for the course. Video will be used to demonstrate some of the scenarios. Instructor development for the course will also be described, specifically how we standardized multiple instructors to provide consistent scenarios and debriefing techniques.
Using Clinical Lab Space Creatively to Meet Student Needs Ashley Franklin, BSN, RN, Mary Beth Walker, MS, RN, and Jimmie Borum, MSN, RN. Texas Christian University Too many students and not enough room? Too many clinical sections and not enough space in the hospital? We’ve developed a plan to accommodate more student volume in our 4-bay Simulation Lab. Our staff includes a MSNprepared director and BSN-prepared faculty associate, and we’ve integrated faculty-driven, high-fidelity scenarios for students in adult medical-surgical and psychiatric clinicals. Our institution has experienced growth related to a new Accelerated BSN track and a growing student population of traditional BSN students. Legislative actions in Texas have contributed to an increase in students seeking nursing education and additional scholarship monies available to students. When the patient census is decreased at area hospitals, we’ve turned to Simulation Lab to provide contextual learning opportunities for undergraduate nursing students. This presentation will provide: 1. Sample timeline for rotation of student groups through Simulation Lab space for orientation to adult critical care practicum experiences; content for a comprehensive neurologic simulation experience encompassing traumatic brain injury scenarios and case studies. 2. Examples of case study utilization plus low-fidelity and high-fidelity simulation for students studying end of life care. 3. Discussion of web-based platforms to enhance student preparation for simulation experiences. 4. Suggestions for implementing faculty-driven scenarios; discussion of advantages and disadvantages of faculty-driven scenarios.
An International Perspective on Simulated Practice in Nursing Education: towards more Similarities or more Differences? Teresa Gore, RN, MSN, DNP(c). Gore:Auburn University School of Nursing Patrick Van Gele, RN, MS. Van Gele: HECVSante - University of Applied Sciences Western Switzerland, Lausanne, Switzerland Workshop Plan: In the last decade, we have seen a remarkable growing interest in the use of simulation in healthcare. Various driving forces set the pace of this development. In nursing education, simulation is quickly becoming part of the curriculum and often results in clinical redesign. Implementation has been steadier in North America compared to the rest of the world. Differences in healthcare and education policy partially explain these discrepancies. Are these differences profound? To facilitate understanding, four experts from Canada, Japan, Switzerland and USA will each present their emblematic and exemplary case study. These presentations will describe a typical educational simulation. The presentation framework will refer to the 11 dimensions of simulation applications (GABA, 2004):
The purpose and aims of the simulation activity The unit of participation in the simulation The experience level of simulation participants The health care domain in which the simulation is applied The health care discipline of personnel participating in the simulation
The type of knowledge, skill, attitudes, or behavior addressed in simulation The age of the patient being simulated The technology applicable or required for simulations The site of simulation participation The extent of direct participation in simulation The feedback method accompanying simulation
Subsequently, two tables of similarities and differences will be presented to the audience. Participants will then amend and discuss these tables referring to their own local educational experiences. Based upon these discussions and their international expertise, the two authors will finally prioritize the items for further discussion, research or innovation opportunities. References: Gaba D M Qual Saf Health Care 2004;13(Suppl 1):i2-i10. Nursing Education Perspectives, Volume 30 Number 2 March 2009 Special Issue devoted to Simulation in Nursing Education At the end of the interactive session priorities will be attributed to those topics and innovation and research will be Learning Objective One: Present actual simulation strategies/practice in nursing education in USA, Canada, Switzerland, Japan. Learning Objective Two: Understand the underpinning reasons for educational choices in these four countries. Learning Objective Three: Comment and discuss with audience major similarities and/or diffrences Learning Objective Four: Discover new areas of research and/or innovation.
Using Simulation in your Curriculum: Who, What, Why, and How Joan Grant, DSN, Jacqueline Moss, PhD, and Penni Watts, MSN. University of Alabama at Birmingham; School of Nursing Quality clinical placements for students grow increasingly scarce, while patient acuity levels increase and practitioners must use and feel comfortable managing more sophisticated medical equipment. Demands for accountability, quality education, and increased enrollments have led health professionals to embrace simulation as a valuable tool to develop clinical expertise. But little practical advice exists on how to accomplish this in the real world. In our 2006 and 2007 presentations, we presented strategies for kick-starting the use of simulation in nursing programs by providing faculty development, implementing simulation project groups, integrating simulation into curriculum, and procuring grant funding for simulation research and purchases Since this time, we have tripled our simulation space, exponentially increased faculty and student use of simulation laboratories, and acquired much more simulation equipment and mannequins. In this presentation we will describe what we have learned along our journey. We will provide practical advice about building faculty buy-in and participation in simulation, including implementing courses without lecture content. We will also share recommendations for types of laboratory space needed for schools implementing simulation into their curriculum as well as processes for managing the space, staff, students, and simulation supplies. Finally, we will share what we have learned regarding the best mix of task trainers, medium, and high fidelity purchases needed to adequately prepare students for clinical practice using simulation.
Simulation Technology Impacts Cultural Competence of Undergraduate Students in North America and Norway Sheila Grossman, PhD. FNP, APRN-BC, Diana Mager, DNP, RN-C, Helene Opheim, MSN, RN, and Astrid Torbjornsen, MSN, RN. Fairfield University School of Nursing Background: The project is a part of the Norwegian Centre for International Cooperation in Higher Education funded collaborative partnership between nursing faculty and students in North America and Norway that ideally will continue and broaden as a longitudinal study. This aspect of collaboration
pp e107-e126 Clinical Simulation in Nursing Volume 6 Issue 3