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2012 Award Winning Poster

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Authors Eric B. Bauman (Clinical Playground, LLC), Parvati Dev, and Wm. LeRoy Heinrichs (CliniSpace) won second place in the education track poster/abstract contest at the 11th annual International ...

Authors Eric B. Bauman (Clinical Playground, LLC), Parvati Dev, and Wm. LeRoy Heinrichs (CliniSpace) won second place in the education track poster/abstract contest at the 11th annual International Nursing Simulation/Learning Resource Centers Conference sponsored by the International Nursing Association for Clinical Simulation and Learning (INACSL) conference in San Antonio, Texas on June 21, 2012.

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2012 Award Winning Poster 2012 Award Winning Poster Presentation Transcript

  • Background: Virtual World environment Background: Mannequin-based simulation.Characters may be controlled by real learners or bythe computer. Creating Complementary Learning Environments: All role players are co-located with physical mannequin and they role play within theAll role players may be at remote locations.Advantages: Any time, anywhere access Moving Between Virtual Worlds and Mannequin-based Simulations simulation. Advantages: Physical interaction supports hands-on pro- Anonymity can make role playing easier. All actions tracked for review and scoring. Eric B. Bauman, RN, PhD – Clinical Playground, LLC and DeVry Healthcare Group cedures. Negatives:Negatives: Hands-on interaction not possible. Parvati Dev, PhD, and Wm LeRoy Heinrichs, MD, PhD – CliniSpace Courtesy: Montagu Clinical Simulation Center, UK. High cost and limited availability of access. Problem Statement Methods (continued) Sequential use of Physical and Virtual Simulation Virtual and games-based learning environments and the mannequin-based simulation set- Numerous other combinations of simulation modalities are possible, to support other learning ting can be used together to emphasize and teach patient assessment, decision-making and objectives. For example, learners may be introduced to a scenario via a physical mannequin. effective SBAR-based communication. These environments provide a complementary Then they practice variants of the scenario using the virtual environment. Finally they return to multi-medium approach to teaching and evaluating accurate performance and effective the physical mannequin to demonstrate proficiency. communication among members of multi-professional teams of healthcare providers. To date, such complementary use has been limited. Implications for Use in Simulation and Learning Resource Centers Virtual environment and game-based learning environments should be considered as comple- mentary to mannequin-based simulation. They are able to address challenges associated with Simulation of mass casualty traditional simulation based curricula such as: Transition to virtual ambulance envi- Transition to physical environ- with real actors • Student orientation and preparedness ronment for patient assessment and ment of ED/OR with mannequin • Constraints in scheduling the physical simulator, and SBAR communication with hospital • Removal of the need to travel or commute to access the simulation. The voice capability of virtual environments supports all aspects of communication training, such as are defined in the TeamSTEPPS program. In particular, these environments are suitable Methods Pre- and Post- use of Virtual Simulation. Mannequin is used for face-to-face exercise. for practising SBAR communication for handoffs and reporting within and between service units. The authors propose an integrative curriculum and research approach that leverages the virtual or game-based learning environment to complement mannequin-based simulations. SBAR Communication Tool This hybrid curriculum is illustrated in the adjacent illustrations. S - Situation B - Background [TOP] Sequential Use of Simulation Modalities. A - Assessment In the first image, a typical mass casualty exercise is demonstrated with volunteers acting as R - Recommendations victims and learners practicing Incident Command, triage and transport preparation. In the second image, EMT learners practice patient assessment as well as communication with the Because these are computer-based applications, virtual and game-based learning environ- hospital using SBAR technique. In the third image, learners practice hands-on procedures for Further practice in virtual ments include user action tracking and data collection in ways that are not always available in the ED or OR using a physical mannequin. Preparation in virtual environment for up- Actual exercise with physical mannequin environment traditional clinical or physical simulation environments. Tracked data can be used for analysis of coming mannequin simulation exercise learning performance and for real-time or summative feedback for each learner or for the team. [MIDDLE] Using a Virtual Environment to Support Mannequin-based Simulation. Evaluation matrixes can be programmed into the simulation, as inherent components of game In the first image, learners enter a virtual environment that mimics the expected physical design, in ways that allow for just-in-time learning cues, reflective student self-evaluation, and Simultaneous use of Physical and Virtual Simulation (Hybrid Simulation) mannequin environment. They familiarize themselves with the environment, the patient objective instructor-based assessment of the student. scenario, and the background study material. In the second image, well prepared, they now practice the scenario with the physical mannequin. In the third image, they return to the vir- In summary, the facets defining effective simulation scenario design are congruent with the tual environment to practise variants of the original scenario on their own time. facets of good game and simulation design within linked virtual and mannequin environments. Practice goals, such as effective SBAR communication, can leverage multi-medium simulation [BOTTOM] Simultaneous Parallel Use of Mannequin and Virtual Simulations. encounters to prepare nursing students for the demands of real-world clinical practice. These images illustrate an actual exercise at the CAE Healthcare Users Conference in March 2012. A nurse in a physical simulation uses a simulated radio to communicate with and guide the EMT in the virtual simulated ambulance. The EMT learner participates in the scene References from his computer. When the virtual ambulance reaches the virtual hospital, the EMT learner Bauman EB. Game-Based Teaching and Simulation in Nursing and Health Care. Springer, 2012. leaves the computer and pushes a gurney with a physical mannequin, prepared with IV etc, into the physical simulated ED, and does a correct SBAR handoff to the ED nurse. The nurse Heinrichs WL, Harter P, Youngblood P, Kusumoto L, Dev P. Training Healthcare Personnel for then takes over, and the simulation continues in the ED. Mass Casualty Incidents in a Virtual Emergency Department; VED II. Pre-hospital and Disaster Nurse uses radio in physi- Nurse (picture-in-picture) speaks with EMT in 3D virtual environment of ambulance EMT uses “virtual radio” in virtual simulation Medicine. 25, 422-34, 2010. cal simulation