using simulation to place moving and handling in context based environment in an undergraduate...

Using simulation to place moving and handling in context based environment in an undergraduate programme

Angela StevensonClinical Coordinator

Phil HawesClinical Lab ManagerMANZ - March 2012

Whitireia main campus (Porirua)[20 minutes from centre of Wellington, NZ]

CONCEPT

‘Using simulation to place moving and handling in context based environment in an undergraduate programme’

TRADITIONAL

What do we know?• 1981 – 1st Guide to the handling of Patients, by the

National Back Association• 2003 – 80,000 nurses in the UK• 2003 – ACC launched NZ Patient Handling Guidelines• 2007-2009 Residential Care Sector , serious injury

investigation• 2009 – Multi-factorial approach• 2009-2010 – 4,800 new workplace back injuries, ACC

claims $126.4 million

CONSTRAINTSConstraints within the traditional training model

• Sheep dip learning• Group rotation• Large training groups• Mixed groups/disciplines• Nursing students were socialised to obedience

“Embedded Cultural Tensions”• Desire to belong• Avoid getting in the way

• Welcomed & safe• Unwelcomed, afraid & frustrated

• Rituals of nursing(McAllister, 2008)

Clinical Judgement Model

• Noticing• Interpreting• Responding• Reflecting

(Tanner, 2006)

SIMULATION• Activities that mimic the reality of a clinical

environment and are designed to demonstrate procedures, decision making and critical thinking” (Jeffries, 2005, p.97).

• Studies have shown that simulation can play a role in reducing errors and mistakes in many professions including nursing (Olejniczack , 2010).

BENEFITS

• Allows learners to perfect techniques• Allows learners to make mistakes• Creates a reflective environment• Encourages and develops problem solving

(Issenberg , 2003)

Video clip available on YouTube athttp://www.youtube.com/watch?v=yO7sMFi1W2E

Summary

• Students want to fit in• Student will conform • Ritual & Culture of environment• Students need support, feel safe & able to

practice

FINAL THOUGHT

“Educational practices must help students engage with patients and act on a responsible vision for excellent care of those patients and with a deep concern for the patients’ and families’ well-being”(Tanner, 2006)

REFERENCESACC Patient Handling Guildlines (2012).Jeffries, P. (2005). A framework for designing,implementing and evaluating simulations

used as teaching strategies in nursing.Nursing Education Perspectives. 26 (2), 25-30. Issenberg, S . P. (2003). Adoption and Integration of Simulation – based learning

Technologies into the curriculum of a UK Undergraduate Education Programme. Medical Education 37(1),42-49.

Levett-Jones, T & Lathlean, J. (2009). ‘Don’t rock the boat’: Nursing students’ experiences of conformity and compliance.’ Nurse Education Today, 29, 342-349.

McAllister, M. (2008) Thank-you cards: Reclaimimg a nursing student ritual and releasing its transformative potential. Nurse Education in Practice. 8, 170-176.

Olejniczak, E. & Brown, J. (2010). Simulation as an orientation strategy for new graduate nurses: An integrative review of the evidence. Simulation in Healthcare. 5 (1), 52- 57.

Tanner, C. (2006). “Thinking Like a Nurse: A Research-Based Model of Clinical Judgment in Nursing" Journal of Nursing Education. June Vol.45, No.6 204-211.

The Guide to Handling of People, 5th Ed (UK)