Simulation Center Development Project Simulation Clinical Education Training for PNCI Coppin State University: Helene Fuld School of Nursing Baltimore, Maryland 21216 Simulation Strategies for Partnerships in Clinical Education Together They Stand For Success Faculty Organization Meeting January 22, 2010 Dr. Rena Boss-Victoria, Director Simulation Center
INTRODUCTION The transition from a didactic environment into clinical practice is reported as a time of fear and uncertainty among nursing students. Simulation Education Methodology can lessen the fears and anxieties in students. Ham and O’Rourke, 2004 and Shepherd et al, 2007.
Objectives Define OUTCOMES in the context of strategic planning components for simulation clinical experiences. Present the design of infrastructure, processes and measurable statements for application of clinical practice simulation education methodology for simulation clinical experiences in core clinical courses of the undergraduate and graduate nursing programs. 3. Facilitate discussion of faculty on nursing clinical skill acquisitions that can be validated as desired clinical practice simulation teaching outcomes using simulation education methodologies.
CSUs Strategic Goals Aligned to HFSON Strategic Plan (May 2009) CSU Strategic Goals Ensure student success through graduation Enhance the Academic Core of the University Strengthen the Institution Infrastructure HFSON Strategic Goals Explore new opportunities for clinical simulation education Develop a simulation practice and teaching matrix for expansion of approaches to clinical curriculum integration Implement simulation laboratory faculty orientations, training workshops and development plans based on clinical simulation evidence-based approaches
To be established across the curriculum Written and Oral Communication Analytical Reasoning Information Literacy Social and Self Awareness Reflective Practitioner Responsive Citizenship Graduates demonstrating prescribed clinical competencies outlined in the HFSON mission, goals and objectives CSUs Student Learning Outcomes and HFSON’s Terminal Objectives
Synthesize knowledge Apply leadership concepts, skills and decision making Demonstrates clinical judgment Demonstrate proficiency Collaborate to improve the delivery of health care. Demonstrate knowledge of health care policy and regulations. Integrates health promotion and disease prevention strategies Demonstrates professional, ethical and legal responsibility
Demonstrate synthesis of the nursing process
Synthesize critical thinking strategies and communications
HFSON PR/AWARD CONGRESSIONAL GRANT OBJECTIVE FOR SIMULATION Objective 3: Through the use of laboratory simulation technology, educate nurses who will maintain safe patient care and decrease the student faculty ratio from 10:1 to 20: 1.
Subobjective 2.1: Using Learning Modules give students meaningful learning
experiences with real time applications.
Subobjective 2.2: Students will perform in the lab where a regular hospital bed is
placed in a true room like area with bedside tables, telephone, wall "oxygen", air, and suction available.
Subobjective 2.3: Use of the Human Patient Simulator to create a realism
appearance. Have students talk to the simulator and not to the instructors and all responses coming via the simulator (via wireless communication to a speaker in the simulator).
Subobjective 2.4: Debriefmg activities to be at least 50% of laboratory time to
Allow students the opportunity to share experiences, evaluate their performance, and receive feedback from instructors. PRlAward #
Mission/Purpose Vision Values Goals Objectives Implementation: Strategies, Tasks, Methods Expected Results and Process Measures (Indicators) Outcomes, Outcome Indicators KEY COMPONENTS LEADING TO OUTCOMES
Vision To expand the role of professional nursing simulation teaching practices for health profession workforce development, clinical education and the integration of new simulation proof of concept research for quality and safety in care practices. Mission Dedicated to the authentic replication of clinical nursing experiences in a virtual hospital environment to advance the commitment for innovations to develop a simulation curriculum and lead simulation clinical experiences for the pre-licensure, experienced, and graduate practice competency-based nursing programs. SIMULATION CENTER
THE GOAL OF THIS PROJECT Implement simulation laboratory faculty orientations, training workshops and development plans based on evidence-based simulation clinical teaching practice approaches /educational methodologies.
CHALLENGES AS EDUCATORS Literature highlights the challenges nurse educators face in embracing simulation technology Hughes, D., 2004 ;Jefferies, 2005.
CHALLENGESof Simulation Education Methodology Faculty competency Time management Learning new technology Teaching new technology Staffing the labs Affordability Policies/Procedures Compliance
RESULT FROM STUDIES The purpose of this study was to compare the effectiveness of two instructional methods to teach specific nursing education content. Results of this study suggest that use of a teaching strategy involving the HPS method made a positive difference in the nursing students' ability to answer questions on a test of cognitive skills. Use of a human patient simulator (HPS) as a tool for learning provides a mechanism by which students can participate in:
clinical decision making
observe outcomes from clinical decisions
Sinclair, B., Ferguson, K. 2009.
RESEARCH RESULTS The results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented Nursing students were exposed to a combination of lecture and simulation This study provides data to suggest:
Students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning.
Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture, simulation and audio-visual technologies.
Brannan, J.D., White, A., & Bezanson, J. L. 2008;
SIMULATION CENTEROBJECTIVES Care management-oriented and indicated as a need for action in curriculum integration planning Development of the HFSON Program for Curriculum Integration and timeline. Establishment of the HFSON Simulation Integration Faculty Training Team that broadly represents all clinical courses. Present and implement the Simulation Center policies and procedures as guidelines for operations.
Dr. T. Murray Dr. D. Raley Prof. C. Wood Prof. V. Robinson Prof. C. Day-Black Prof. D. Watties-Daniels Prof. J. Reinckens Adjunct Prof. A. Cooper Adjunct Prof. D. Saunders Simulation Staff IT Specialist, Mr. R. Clark RECOMMENDED SIMULATION INTEGRATION FACULTY TEAM 2010
To provide the use of state of the art simulation technology such as the HPSs, ECSs and Istans to increase accessibility to clinical course specialty content for undergraduate and graduate students enrolled in HFSON To actively engage in trainings, hands-on experiences and consults to provide the opportunity to peer faculty in clinical specialty course to prescribe simulation clinical experiences (SCEs) To develop the simulation curriculum integration plan and timeline as a roadmap for measuring OUTCOMES and the related essential components that lead to desired outcomes SIMULATION FACULTY ROLE, FUNCTION, RESPONSIBILITY
SOME POLICIES FOR ACTION IN SIMULATION INTEGRATION PROCESS August 2009 policy guidelines defined for cross reference in clinical nursing programs for annual review and faculty handbook revisions to integrate simulation education approaches:
Clinical Dress Code
GENERAL GUIDELINES AND POLICIES AS ACTION ITEMS FOR SIMULATION INTEGRATION
Photo Release Statement
Locker Use in HFSON Simulation Center
General Simulation Laboratory Use Guidelines
Report of Broken Equipment
Request for Use of Equipment and Supplies
Reference and Media Use Requests
Request Simulation Clinical Experience and Set-up Scheduling
SIMULATION CENTER BASICS ANDGENERAL POLICIES The NRC phone number is – Ext. 6151 SimLab doors are the only available entrance (clearance ID card access required) to lab areas Only assigned skills lab and task labs are available for skill practice scheduled sessions SL faculty will be ready for you and will have everything set up based on registration request and schedule. Security/Campus Police Surveillance 24 hours
CENTER BASICS cont No food or drink permitted You must Sign in and out on the sign in sheet in the SL rooms Lock doors before you depart after sessions Wear gloves at all times while touching the trainers Virtual SL room will be set-up prior to arrival Supplies will be stored on cart and available for use in SL If a skill or task trainer or media reference is not available for use, you will be notified by email when the initial request is made to firstname.lastname@example.org
Contact information: NRC and Laboratory Telephone Extensions: HHSB 401, Lab Supply Room, Ext. 6176 HHSB 413B, Simulation Model Part Storage, Ext 6175 HHSB 433, NRC Open Area Main Station, Ext 6151 NRC/Simulation Lab e-mail: email@example.com Please ensure the lab supplies not used during the session are replaced on the cart and TS area is left clean in preparation for the next scheduled clinical group. Please ensure that the doors are locked (red light) upon completion of a scheduled session. report emergencies and broken equipment immediately. CENTER BASICS CONT.
Computerized scheduling for student skill practice based on clinical course prescribed clinical nursing competencies Pilot testing began Fall 2009 in N211, N311, N405 Faculty/Student access practice schedules via web-portal located in Room 433 or by e-mail: firstname.lastname@example.org Limited registration for each session, totaling 8 students One hour practice session per student group, individuals may repeat session if time slots available Faculty referral for skill remediation session results in two hour block schedule for practice and evaluation SKILL PRACTICE INFORMATIC SYSTEM UPDATE
Lab Facility technology layout and outfitting (August 2008-July 2009) Faculty and student required orientations and operational scheduling (August 2009) Completed Inventory Series-Supplies, Equipment, Materials (October 2008-March 2009) Clinical Teaching Practices using task trainers, moderate and high fidelity simulation methods (September 2009) Clinical Lab Faculty Roles/Functions/Responsibilities/Practices (Sept 2008) Equipment/Supplies/Media/Reference Updates (ongoing) SIMULATION CENTER WORK PLAN UPDATE 2008-2009
LEARNING, NOT TEACHING
Teaching effectiveness depends not on what the teacher does, but rather on what the student does…
McKeachie, W. J., & Svinicki, M.(2006). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers(12th ed.). Boston: Houghton Mifflin. A THOUGHT I leave with you
Alinier, G., Hunt, B., Gordon, R. & Harwood, C. (2006) Effectiveness of intermediate-fidelity simulating training technology in undergraduate nursing education. Journal of Advanced Nursing, 54(3), 350-369. Brannan, J.D., White, A., & Bezanson, J. L.(2008). Simulator effects on cognitive skills and confidence levels. Journal of Nursing Education,47(11), 495-500. Bremner, M., Aduddell, K., Bennett, D., & VanGeest, J. (2006). The use of human patient simulators: Best practices with novice nursing students. Nurse Educator, 31(4), 170-174. (2005) National League for Nursing.(2005) Core Competency for nurse educators task statements. Retrieved October 25,2009 from http: wwww.nln.org/ Rhodes, M., L. & Currans, C. (2005). Use of the human patient simulator to teach clinical judgment skills in a baccalaureate nursing program. CIN: Computers, Informatics, Nursing, 23(5), 256-262. Sand-Jecklin, K. (2007). The impact of active cooperative instruction on beginning nursing students learning strategy preference. Nurse Education Today.27(5), 474-480. Sinclair, B., Ferguson, K. (2009). Integrating simulated teaching/learning strategies in undergraduate nursing education. International Journal of Nursing Education Scholarship 6 (1), Article7. Walker, J., T., Martin, T., White, Elliott, R., Norwood, N. Magngum, D., & Haynie, D. (2006). Generational (Age) differences in nursing students’ preferences for teaching methods. Journal of Nursing Education.45 (9), 371-375. REFERENCES
THANK YOU FOR ATTENTION AFTER-EVENT DISCUSSION QUESTIONS COMMENTS