Pilot Project for the Development of a Simulation Laboratory Jill Van Der Like
PurposeThe purpose of this project was to initiate the development of a simulation laboratorythat could improve the instruction of quality and safety among undergraduate senior-yearnursing students.
Quality and SafetyQuality and safety has been determined as critical focus areas for improvement in nursingeducation (Quality and Safety Education for Nurses (QSEN), 2012). Nursing organizationssuch as the American Nurses Association (ANA) support the evidence-based QSENcompetencies that incorporate simulation for a culture of safety (Barnsteiner, 2011).
Evidence-based practice (EBP) in SimulationA common barrier to simulation implementation: Lack of an EBP strategy
EBP Strategy Evidence-Based Practice Implementation Guide:Create awareness and interestBuild knowledge and commitmentPromote action and adoptionPursue integration and sustained use (Cullen and Adams, 2012)
RationaleResearch is needed for effective simulation implementation in Florida. (Sole, Guimond, and Amidei, 2010)
Framework: Experiential Learning • Kolb (1984) • Tanner (2006) Reflective Observation (RO) Clinical Judgment ModelExperiential evidence contributes to the application of critical thinking (Newhouse, 2007).
SimulationSimulation is a clinical setting that allows the student to freely explore the criticallythinking mind; their own, and the other minds of the group including the instructor.
Implementation1. An introduction to simulation scenario was created forinstruction.2. An evidence-based scenario was created using the AmericanHeart Association guidelines for cardiopulmonary resuscitationand emergency cardiovascular care science.(American Heart Association, 2012)
ApplicationParticipants:• 2 Faculty members• 37 undergraduate senior-year nursing studentsScenarios:• Introduction to Simulation (2 hours)• Student Skills Evaluation (2 hours)Procedure:• Introduce faculty and students to simulation• Instruct faculty and students on simulation objectives of briefing, scenario, and debriefing
ImplicationsThis quality improvement (QI) project provides a frameworkfor evidence-based implementation of simulation. A templatewas created for faculty to follow during integration of simulationinto the curriculum. This project can also be used as guidancefor other academic institutions integrating evidence-basedsimulation scenarios into the curriculum.
DisseminationCollaboration with appreciation…
Evaluation Skills Evaluation Survey1) Strongly agree 2) Agree 3) Undecided 4) Disagree 5) Strongly Disagree• I understand the purpose of simulation. ( )• I feel that simulation in nursing curricula enhances clinical quality and safety. ( )• I felt more confident for my skills evaluation after the Introduction to Simulation and Student Skills Evaluation scenarios. ( )• I was comfortable with assessment of a human patient simulator. ( )• I feel that simulation hours should represent clinical hours. ( )
DiscussionFeedback welcome: email@example.com or firstname.lastname@example.org
ReferencesAmerican Heart Association. (2012). 2010 American Heart Association guidelines for cardiopulmonary resuscitation and emergency care science. Doi:10.1161/CIRCULATIONAHA.110.970939. Retrieved October 12, 2012 from http://circ.ahajournals.org/content/122/18_suppl_3/S685.full#sec-2Barnsteiner, J. (2011). Teaching the culture of safety. The Online Journal of Issues in Nursing, 16(3). Doi:10.3912/OJIN.Vol16No03Man05Cullen, L., & Adams, C.L. (2012). Planning for implementation of evidence-based practice. The Journal of Nursing Administration, 42(4), 222-230.Florida Center for Nursing (2012, September 14). Qualitative research component for the Florida Center for Nursing project entitled “Promoting the Use of Simulation Technology in Florida Nurse Education”. Executive summary. Retrieved September 14, 2012, from http://www.flcenterfornursing.org/files/Simulation_Project_Qualitative_Data_Exec_Summary.pdfKolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Retrieved September 29, 2012 from http://academic.regis.edu/ed205/Kolb.pdfLasater, K. (2007). Clinical judgment development: Using simulation to create an assessment rubric. Journal of Nursing Education, 46(11), 496-503.Newhouse, R.P. (2007). Diffusing confusion among evidence-based practice, quality improvement, and research. The Journal of Nursing Administration, 37(10), 432-435.Newhouse, R.P., & Pettit, J.C. (2006). The slippery slope. Differentiating between quality improvement and research. The Journal of Nursing Administration, 36(4), 211-219.Quality and Safety Education for Nurses . (2012). About QSEN. Retrieved September 7, 2012 from http://www.qsen.org/about_qsen.phpRudolph, J.W., Simon, R., Raemer, D.B., & Eppich, W.J. (2008). Debriefing as a formative assessment: Closing performance gaps in medical education. Society for Academic Emergency Medicine, 15(11), 1010-1016. Doi:10.1111/j.1553-2712.2008.00248.xSole, M.L., Guimond, M.E., & Amidei, C. (2010). Quantitative research component for the Florida Center for Nursing project entitled “Promoting the Use of Simulation Technology in Florida Nurse Education”. A partners investing in nursing’s future project. Retrieved September 14, 2012 from http://www.flcenterfornursing.org/files/SimulationProjectQuantitativeDataExecSummary.pdfTanner, C.A. (2006). Thinking like a nurse: A research-based model of clinical judgment in nursing. Journal of Nursing Education, 45(6), 204-211.