DEVELOPING A MULTI-DISCIPLINARY SIMULATION

HOSPITAL

Presented by: Lee Jerls MSN, RN and Terri Currie BSN, RN

Definition

• Simulation– An attempt to mimic essential aspects of a

clinical simulation with the goal of understanding and managing the situation better when it occurs in actual clinical practice.

– A technique that uses a situation or environment created to allow persons to experience a representation of a real event for the purpose of practice, learning, evaluation, testing, or to gain understanding of systems or human actions (

Definition: Fidelity

Fidelity The degree to which either a simulation

encounter or simulation equipment approaches reality (http://sirc.nln.org/mod/resource/view )

Types: Low fidelity manikins Medium fidelity manikins High fidelity manikins

Why Simulation?

“Carnegie Foundation for the Advancement of Teaching Report” (Benner,

Sutphen, Leonard, & Day, 2009)

“ From focus on covering decontextualized knowledge…to sense of salience, situated cognition and action in a particular situation;

From a sharp separation of clinical and classroom teaching to integration of classroom and clinical teaching;

From an emphasis on critical thinking to clinical reasoning and multiple ways of thinking that include critical thinking; and

From an emphasis on socialization and role taking to an emphasis on formation.”

Learning Theories

Constructivism learning therapy Adult-learning theory Brain-based learning theory Social-cognitive learning theory Experiential learning theory Novice-to expert theory

A new pedagogy??

The Journey…. LSC-K Hospital

History (2007) Appreciative Inquiry (early 2008)

Lack-of-realism Roles and responsibilities Orientation to the unit and equipment Faculty continuity

Scenario development

Literature Review

Jeffries Simulation Model (2005)

S.T.E.P. Educator Preparation Plan S.T.E.P.

Simulation Take Educator Preparation (Jeffries, 2008)

Standardized Materials

Train the Trainer

Encourage the development of a simulation design and integration team

Plan to coordinate the simulation development and implementation activities

S.W.O.T. Method

Strengths

Weakness

Opportunities

Threats (Rothgeb, 2008)

Integration Into the Program

Identification of a champion

Scheduling

Simple first steps

Flexibility

Debriefing (Leigh & Hurst, 2008)

Simulation Design

Objectives Planning Fidelity Complexity Cues Debriefing (Jeffries, 2005)

Evaluation Process

Debriefing

Reflection

Tools

National League for Nursing• The Simulation Design Scale (student version), a 20-item instrument using a five-point

scale, was designed to evaluate the five design features of the instructor-developed simulations used in the NLN/Laerdal study.

• Educational Practices Questionnaire (student version), a 16-item instrument using a five-point scale, was designed to measure whether four educational practices (active learning, collaboration, diverse ways of learning, and high expectations) are present in the instructor-developed simulation, and the importance of each practice to the learner.

• Student Satisfaction and Self-Confidence in Learning, a 13-item instrument designed to measure student satisfaction (five items) with the simulation activity and self-confidence in learning (eight items) using a five-point scale.

• http://sirc.nln.org/mod/resource/view

Chickering, A.W., & Gamson, A.F., (1987). Seven principles for good practice in undergraduate education. Racine, WI: The Johnson Foundation, Inc./Wingspread

A day in the life of a student nurse at LSC-K Hospital…

Lone Star College- Kingwood Hospital

Mission: to deliver safe and prudent quality care while maintaining ethical, professional, and culturally acceptable standards through utilization of evidence-based practice an innovative technology

Vision: to facilitate the growth of the novice learner to the expert clinician, enhancing critical thinking skills and self-confidence in a safe, realistic, and non-threatening environment.

Lone Star College- Kingwood Hospital

Orientation Process

• LSC-K Hospital– Roles and responsibilities– Patient information– Confidentiality form– Scavenger hunt– Equipment– Crash carts– Paging system– Documentation– EMAR

I want to insert a picture here

Report

Patient Census Level Roles and responsibilities

Primary nurse Secondary nurse Family member Observer Interdisciplinary team

Multi-Patient Unit

Multi-Disciplinary Unit

Nursing disciplines

Nursing levels

Respiratory therapy

Occupational therapy

Debriefing

References

Benner, P., Sutphen, M., Leonard, V., & Day, L. (2009). Educating nurses: A call for radical transformation. San Francisco: Jossey-Bass.

Jeffries, P. R. (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives , 96-103.

Jeffries, P. R. (2008). Getting in S.T.E.P. with Simulations: Simulations Take educator Preparation. Nursing Education Perspectives , 70-73.

Leigh, G., & Hurst, H. (2008). We have a high-fidelity simulator, now what? making the most of simulators. International Journal of Nursing Education Scholarship , 1-10.

Rothgeb, M. K. (2008). Creating a nursing simulation laboratory: a literature review. Journal of Nursing Education , 489-494.