Chapter 21
Simulation in
Nursing
Informatics
Education
Objectives
• Describe the role of simulation in nursing
informatics education
• Differentiate between the types of simulat...
Introduction
• You complete your documentation in the
patient’s electronic health record (EHR) and
the simulation scenario...
Nursing Informatics Competencies in
Nursing Education
• What best practices exist so that students
become prepared in info...
A Case for Simulation
• Simulators encompass a broad range of devices including,
but not limited to:
– partial task traine...
Incorporating EHR’s into
the Learning Environment
There are two main approaches to the incorporation of
an EHR into the le...
Challenges and Opportunities
• Seven key steps were established to meet the 10-
year vision of the TIGER initiative.
• Of ...
What Does the Future Hold?
• Incorporating the simulated EHR into the
classroom in new and innovative ways.
• The EHR can ...
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Chapter 21

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Chapter 21

  1. 1. Chapter 21 Simulation in Nursing Informatics Education
  2. 2. Objectives • Describe the role of simulation in nursing informatics education • Differentiate between the types of simulated electronic health records available for use • Identify the limitations of using a live clinical information system for educational purposes
  3. 3. Introduction • You complete your documentation in the patient’s electronic health record (EHR) and the simulation scenario ends and the debriefing begins. • The instructor provides feedback on not only actions taken within the simulation scenario, but also on the use of the EHR as an important resource for patient information and documentation.
  4. 4. Nursing Informatics Competencies in Nursing Education • What best practices exist so that students become prepared in informatics? • 50-60% of respondents said that informatics was integrated throughout the curriculum and that experience with nursing informatics was provided during clinical rotations. • With emerging technologies in nursing and health care education, the use of simulation to allow students to actively use informatics in an authentic and realistic learning context is one potential approach.
  5. 5. A Case for Simulation • Simulators encompass a broad range of devices including, but not limited to: – partial task trainers, such as an IV insertion arm – screen based simulations, including simulated EHR’s – simulated environments replicating a realistic patient care area – complex computer drive human patient simulation manikins. • Considering the realistic nature of simulation and its hands- on active approach to learning, it seems that the use of simulation modalities can be a powerful tool in moving student nurses, as well as any practitioner, towards achieving the informatics competencies.
  6. 6. Incorporating EHR’s into the Learning Environment There are two main approaches to the incorporation of an EHR into the learning environment, whether used within a simulated clinical environment as part of a patient care scenario or as a stand-alone learning tool. 1. The EHR can be created specifically for simulation purposes, ranging from a well-developed Microsoft Access database through commercially available products designed specifically for simulation purposes. 2. Use of a real EHR system, either within a hospital-based simulation center or through a partnership with a health care facility or an EHR vendor.
  7. 7. Challenges and Opportunities • Seven key steps were established to meet the 10- year vision of the TIGER initiative. • Of particular interest is the call to take an active role in the design and integration of informatics tools that are “intuitive, affordable, usable, responsive and evidence-based”. • This truly promotes new and innovative strategies for informatics education as well as significant opportunities for collaboration between industry, academia and clinical practice.
  8. 8. What Does the Future Hold? • Incorporating the simulated EHR into the classroom in new and innovative ways. • The EHR can become a powerful way for learners to make important connections about caring for patients with a specific disease process or to learn concepts of pathophysiology or pharmacology.

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