procedural sedation simulation
TRANSCRIPT
- 1. S Procedural Sedation Simulation Stephanie Ricketts NURS 693 Summer 2015
- 2. OBJECTIVES S Recap of last semester S Constructivism philosophical theory of learning S Standards of simulation S Simulation pilot
- 3. Knowledge without experience is just information-Mark Twain
- 4. EVENT BASED APPROACH TO LEARNING Simulation is a technique, not a technology, to replace or amplify real experiences with guided experiences, often immersive in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion.
- 5. RECAP S Subjective Director of Perioperative Services, OR Manager and Sedation Educator all endorse the need for further procedural sedation training S Objective Kaisers Procedural Training takes place on anesthesia patients NOT procedural sedation patients No national guidelines for training of personnel S Assessment Hands on competency is not measurable and not enforced S Plan Create a clinical simulation tailored to procedural sedation for realistic & consistent training
- 6. PROJECT TIMELINE Identified problem: inconsistent & unrealistic training Participated in training Identified project: clinical simulation Created evidenced based scenarios for simulation Consulted Simulation technician Studied simulation software and EBP of scenarios Observed specific procedural sedation scenario in real life: Kyphoplasty Inputted kyphoplasty scenario into software with successful trial run
- 7. Constructivism Philosophical Theory of Learning S Individuals construct knowledge for themselves through their interaction with their environment. S Learning is contextual and occurs when situated in a realistic setting. Simulation is based on constructivist theorie
- 8. Standards of Best Practice S Standard I: Terminology S Standard II: Professional Integrity of Participants S Standard III: Participant Objectives S Standard IV: Facilitation S Standard V: Facilitator S Standard VI: The Debriefing Process S Standard VII: Participant Assessment and Evaluation -The International Nursing Association for Clinical Simulation and Learning (INACSL), 2013
- 9. Standard Specific Focuses Consistent terminology Pre-briefing Confidentiality to preserve integrity of scenarios Incorporate EBP Achievable in time frame Who will facilitate? Correspond to RN knowledge level & experience Who can facilitate? Promoting learner-centered reflective conversation Summative evaluations
- 10. KAISER PROCEDURAL SEDATION SIMULATION
- 11. CNS COMPETENCIES Competency Sphere of Influence Nurse Characteristics Detailed Actions performed Consultation Nurse & System Facilitation of Learning, collaboration & clinical judgment Initiated consultation with CRNAs, clinical educators & RNs while collecting resources Systems Leadership Nurse & System Collaboration & systems thinking Created clinical simulation objectives & scenarios Collaboration Nurse & System Clinical Inquiry & Collaboration Collaborated with CRNAs, physicians, RNs and simulation technicians to ensure all needs are addressed in training. Coaching Nurse Facilitator of learning & clinical inquiry Promoted professional development through presentation & application of EB care Research Nurse & System Clinical Inquiry, systems thinking Analyzed research findings, national standards & clinical facts for integration to SIM
- 12. My Clinical Journey
- 13. All Competencies Complete!
- 14. TEAMWORK!
- 15. REFERENCES American Association of Nurse Anesthetists. Qualified Providers of Conscious Sedation Position Statement 2.2. Park Ridge, IL: American Association of Nurse Anesthetists; 1996. American Association of Nurse Anesthetists. Qualified Providers of Conscious Sedation Position Statement 2.2. Park Ridge, IL: American Association of Nurse Anesthetists; 1996. Bailey, M. (2002). Constuctivist Foundations of Teaching For Learning. Retrieved July 10, 2015, from http://education.ed.pacificu.edu/aacu/workshop/constructivism.html Caperelli-White, L., & Urman, R. D. (2014). Developing a Moderate Sedation Policy: Essential Elements and Evidence-Based Considerations. AORN Journal, 99(3), 416-430. doi:10.1016/j.aorn.2013.09.015 Conway, A., Rolley, J., Page, K., & Fulbrook, P. (2014). Clinical practice guidelines for nurse-administered procedural sedation and analgesia in the cardiac catheterization laboratory: a modified Delphi study. Journal Of Advanced Nursing, 70(5), 1040-1053. doi:10.1111/jan.12337 Conway, A., Rolley, J., Page, K., & Fulbrook, P. (2014). Issues and challenges associated with nurse-administered procedural sedation and analgesia in the cardiac catheterisation laboratory: a qualitative study. Journal Of Clinical Nursing, 23(3/4), 374-384. doi:10.1111/jocn.12147 Ketcham, E., Ketcham, C., & Bushnell, F. L. (2013). Patient safety and nurses' role in procedural sedation. Emergency Nurse,21(6), 20-24. doi:10.7748/en2013.10.21.6.20.e1218 Murphy, J. M. (2013). Credentialing Process for Nurse Providers of Moderate Sedation. Journal Of Radiology Nursing, 32(1), 10-18. doi:10.1016/j.jradnu.2012.06.002 Ogg, M. (2008). Clinical issues. Recommended practices for moderate sedation/analgesia. AORN Journal, 88(2), 275-277. Registered Nurses Engaged in the Administration of Sedation and Analgesia. (2005, November 1). Retrieved May 7, 2015, from http://www.aana.com/resources2/professionalpractice/Documents/PPM Consid 4.2 RNs Engaged in Sedation Analgesia.pdf Spruce, L. (2015). Back to Basics: Procedural Sedation. AORN Journal, 101(3), 345-353. doi:10.1016/j.aorn.2014.09.011 Wunder L, Glymph D, Newman J, Gonzalez V, Gonzalez J, Groom J. Objective Structured Clinical Examination as an Educational Initiative for Summative Simulation Competency Evaluation of First-Year Student Registered Nurse Anesthetists Clinical Skills. AANA Journal [serial online]. December 2014;82(6):419-425. Available from: CINAHL with Full Text, Ipswich, MA. Accessed April 5, 2015.