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Simulation.pptx project hfson uchange Simulation.pptx project hfson uchange Presentation Transcript

  • 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
  • Curriculum Terminal Objectives
    CSUs Strategic Goals
    • Written and Oral Communication
    • Analytical Reasoning
    • Information Literacy
    • Social and Self Awareness
    • Reflective Practitioner
    • Responsive Citizenship
    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
    Simulation Clinical Experience Goals Faculty Derived
  • 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
    • practice skills
    • 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 attendance
    • Clinical Dress Code
    • Confidentiality
  • 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 nsimlab@coppin.edu
  • 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: nsimlab@coppin.edu
    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: nsimlab@coppin.edu
    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