1. February 10,
2014
Walden
University
NURS 6351
Connie
Schumacher
BScN RN
COMMUNITY SIMULATION:
PATIENT EDUCATION FOR CHRONIC
DISEASE MANAGEMENT

2. Simulation is one teaching methodology used in nursing
curriculum. The project topic is patient education to improve
chronic disease management using simulation. A community
simulation was developed for use at the practicum site, a
chronic disease scenario was created to support the student’s
use of patient education methods and materials. The goal of
the project is to increase the comfort and competence level of
the nursing students application and incorporation of patient
education into nursing care. Implementing patient education
strategies while caring for the patient in the community is an
essential step towards facilitating self care behaviors.
COMMUNITY SIMULATION: PATIENT
EDUCATION

3. Changing Landscape of Nursing
She heals with a touch
Captures the art and inquiry
Transforms into health
The final line of the Haiku is a personal reflection on how the profession of nursing is all
encompassing. The educator has a very daunting task, the complex needs of the
patient and population requires the nurse to strive for promoting healthy behaviours
as well as treatment and prevention. The educators of tomorrow will facilitate the
assimilation of the art of nursing and inquiry to prepare the profession for the
changing needs of the population and the expanded role the nurse will play within it.
Connie Schumacher

4.  Health literacy represents the cognitive and social
skills which determine the motivation and ability of
individuals to gain access to, understand and use
information in ways which promote and maintain
good health (WHO, 1998)
 The Nurse’s Role in Health Literacy
Patient Education
Communication
Health Context
Complexity of Information
HEALTH LITERACY

5.  Why is Patient Education
Important?
Chronic Disease Management
Patient Safety
Fiscal Implications
 Are Nursing Students
Comfortable Implementing
Patient Education?
 Focus Group Results: Reported
level of comfort was low and
students voiced preference for
opportunities to practice patient
education skills.
NEEDS ASSESSMENT

6.  Mohawk College (2014): Vocational Standards
Apply principles of teaching-learning to promote clients’ health and
wellness
 College of Nurses of Ontario (2011)
Goal of care is to promote the best possible outcome for the
patient
Direct Practice Implementation RPN:
PATIENT EDUCATION IN NURSING
CURRICULUM
Meets identified nursing care
needs of less-complex clients
with predictable outcomes,
including health teaching

7. Advantages of Simulation Technology in Nursing Education
Realistic clinical setting
Limits threat to patient safety
Consistent and comparable experiences for all students (Medley &
Horne, 2005).
Simulation allows for exposure and overlearning, this can
enhance the development of intuition (Robinson & Dearmon, 2013).
Simulation is deliberate practice in a controlled environment,
the reflective debriefing is a contemplation of how to approach
the problem in the real world (Rutherford - He m m i ng, 2012).
SIMULATION IN NURSING CURRICULUM:
REVIEW OF THE LITERATURE

8. Target Audience
 Practical Nursing Students Semester 3
Learning Objectives
1. The student will define teach-back and its purpose.
2. The student will describe the elements of teach-back in
relation to closing the loop.
3. The student will apply the teach-back method in a clinical
simulation.
Simulation Scenario
 Congestive Heart Failure Community Patient: Nick Scott
 Teach-back Method
 Debriefing and Personal Reflection
PATIENT SIMULATION METHODOLOGY

9. Closing the Loop
( Schi ll ing er et a l ., 2 0 03) Chunking and Checking
 Fundamental Principles
Clear, plain language
Allow time, slow down
Use short statements
Concentrate on 2-3
concepts
Use the Teach-Back to
check for
understanding
(Minnesota Health Literacy Partnership, 2012)
TEACH-BACK

10.  Chunk and Check
Check for understanding
after each concept
Rephrase if the patient
does not understand
Involve caregiver and family
members
 Do not use “Do you
understand?”
(Minnesota Health Literacy Partnership, 2012)
 Examples of statements
to confirm understanding
I want to be sure I have
explained your _______
correctly, can you explain
how you will be taking this
medication?
We covered a lot of
information today, I want to
make sure that I explained
things clearly, In your own
words please review what
we talked about.
What are you going to do
tomorrow?
EFFECTIVE COMMUNICATION

11. LESSON PLAN

12. LESSON PLAN

13. SIMULATION: NICK SCOTT
( C . S C H U M A C H E R , 2 0 1 4 )

14. SIMULATION: NICK SCOTT
( C . S C H U M A C H E R , 2 0 1 4 )

15. SIMULATION: DEBRIEF
( C . S C H U M A C H E R , 2 0 1 4 )

16. Utility
 Implementation ease,
Institution has
community simulation
setting
 Can be adapted to
incorporate increased
complexity of patient
 Chronic disease can be
changed
Impact
 Increases student
comfort level for
patient education and
communication
 Exposure to community
nursing issues
 Highlights the
importance of chronic
disease management
PROJECT EVALUATION

17. Heart Failure Action Plan Congestive Heart Failure
Screencast
PATIENT EDUCATION MATERIALS AND
PRESIMULATION PREPARATION

18. Improving the Human Condition and Social Change
Nursing students that are exposed to health promotion
strategies will incorporate patient education into the care
plan
Patient education reinforced in the home will promote self
care behaviors and improve chronic disease management
The patient simulation developed for the practicum site is
being reviewed for implementation in the practical nurse
curriculum
PREPARING FOR THE FUTURE

19. Avoidable Hospitalization Advisory Panel (2011). Enhancing the continuum of
care: Report of the Avoidable Hospitalization Advisory Panel. Ministry of Health
and Long-Term Care.
College of Nurses of Ontario (2011). RN and RPN Practice: The Client, the Nurse,
and the Environment. Retrieved from
http://www.cno.org/Global/docs/prac/41062.pdf
Medley, C. F. (2005). Using simulation technology for undergraduate nursing
education. Journal of Nursing Education, 44(1), 31-36.
Minnesota Health Literacy Partnership (2012). Teach -back Program. Retrieved
from http://healthliteracymn.org/resources/presentations-and-training
National League for Nursing (2013). Simulation Innovation Resource Center:
Simulation Template. Retrieved from http://sirc.nln.org/
REFERENCES

20. Robinson, B. K. & Dearmon, V. (2013). Evidence -based nursing education: Effective
use of instructional design and simulated learning environments to enhance
knowledge transfer in undergraduate nursing students. Journal of Professional
Nursing, 29(4), 203-209.
Rutherford-Hemming, T. (2012). Simulation methodology in nursing education and
adult learning theory. Adult Learning, 23(3), 129-137.
Schillinger D, Piette J, Grumbach K, Wang F, Wilson C, Daher C, Leong -Grotz K, Castro
C, Bindman A. Closing the Loop Physician Communication With Diabetic Patients Who
Have Low Health Literacy. Arch Intern Med/ Vol 163, Jan 13, 2003
WHO (1998) Health Literacy. Retrieved from
http://www.healthliteracyconnection.ca/healthliteracy.aspx
REFERENCES