Simulation Nursing

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Presentation by Marycarol Rossignol - SHU Faculty Showcase

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  • Very interesting slides. I get a real buzz with Nursing Simulation and seeing someone try something and give feedback both positive and negative was a real eye opener for me. Thank you for sharing this information.
    Danpie Nursing Lecturer
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  • Simulation Nursing

    1. 1. Integrating Simulation Training in a Nursing Theory Course Marycarol Rossignol DNSc, RN Associate Professor College of Nursing
    2. 2. What is SimMan ® ? <ul><li>human simulator </li></ul><ul><li>computer controlled manikin that displays physiologic data, such as heart rate, blood pressure, respiratory rate, prerecorded sounds </li></ul><ul><li>supports clinical decision making activities </li></ul><ul><li>preset scenarios available or ability to generate scenarios </li></ul>
    3. 3. SimMan
    4. 4. Functionality Realistic From Simple to Complex Situations
    5. 5. Pre-project Context <ul><li>Laerdal gave an orientation </li></ul><ul><li>Equipment available but no internal support </li></ul><ul><li>Digital immigrant teachers with low comfort level </li></ul><ul><li>Educational guidelines didn’t exist </li></ul><ul><li>Laboratory policies didn’t exist </li></ul><ul><li>Need a Simulation Operator </li></ul>
    6. 6. Preproject Summary <ul><li>sporadic use </li></ul><ul><li>lack of coordination </li></ul><ul><li>lack of confidence </li></ul>
    7. 7. In-Class Attempt <ul><li>Failed! </li></ul><ul><ul><li>too many students </li></ul></ul><ul><ul><li>scenario too complex </li></ul></ul><ul><ul><li>students became upset </li></ul></ul><ul><ul><li>inadequate supervision </li></ul></ul><ul><ul><li>decorum was inappropriate </li></ul></ul><ul><ul><li>students lacked basic preparation for simulation training </li></ul></ul>
    8. 8. Fig Proposal <ul><li>pilot scenarios in a nursing theory class (face-to-face class) </li></ul><ul><li>work with TLTC to iron out logistics </li></ul><ul><li>develop a student orientation program to simulation training in general </li></ul><ul><li>prepare and implement clear expectations, policies, assignment guidelines </li></ul>
    9. 9. Key Considerations <ul><li>Class syllabus included Sim assignment information and course points were allocated </li></ul><ul><li>Orientation video </li></ul><ul><li>Sim Teams </li></ul><ul><li>What to do with the rest of the class? </li></ul>
    10. 10. Project Details <ul><li>Team read case study prior to simulation to prepare (ie., meds, past medical history) </li></ul><ul><li>Option to visit lab before class to review equipment, skills with Sim operator </li></ul><ul><li>Team roles- leader, documenter, or team member </li></ul><ul><li>20 minute simulation videotaped </li></ul><ul><li>10 minute debriefing session </li></ul><ul><li>Resumed class </li></ul><ul><li>Posted streaming video </li></ul>
    11. 11. <ul><li>Watched the video </li></ul><ul><li>Completed the reflection assignment </li></ul>Assignment <ul><li>Completed the patient’s progress note </li></ul><ul><li>Posted reflection assignment and progress note in Blackboard </li></ul>All students (participants and viewers)
    12. 12. Challenges <ul><li>First time students performed a scenario </li></ul><ul><li>Video aspect made them nervous </li></ul><ul><li>Pressure was real </li></ul><ul><li>A very quiet class </li></ul><ul><li>Unsure about when/if Instructor should to influence the scenario </li></ul><ul><li>Keeping remaining class members busy on an assignment without Instructor present </li></ul>
    13. 13. Challenges <ul><li>redundant comments in discussion board </li></ul><ul><li>guidelines for posts were vague </li></ul><ul><li>most talkative student posted first </li></ul><ul><li>late posts and student who didn’t know how to use Blackboard </li></ul><ul><li>sound on video </li></ul>
    14. 14. Simulation embeds learning in a meaningful clinical context
    15. 15. Benefits <ul><li>high fidelity </li></ul><ul><li>classroom performance versus clinical performance </li></ul><ul><li>nursing-in-action </li></ul><ul><li>shared experience </li></ul><ul><li>evaluated personal performance </li></ul><ul><li>practiced leadership and delegation </li></ul><ul><li>stronger performers collaborated with weaker performers </li></ul><ul><li>honed reporting and documentation skills </li></ul>
    16. 16. What students said … <ul><li>“ I learned that my strengths were communicating with my team effectively and completing multiple tasks in a short period of time. For weakness, I realize I need to be more confident with doing assessments and not to be afraid to contribute opinions or strategies regarding patient treatment.” </li></ul>
    17. 17. What students said … <ul><li>“ I need to be more assertive on what I am doing, i am doing ok with meds preparation and calculation .” </li></ul><ul><li>“ That I need to better prepare for next time.” </li></ul><ul><li>“ I doubt myself a lot.” </li></ul><ul><li>“ I think that my strengths are in assessment and performing procedures. My weakness may be in prioritizing some of the procedures that needs to be done.” </li></ul>
    18. 18. What students said … <ul><li>“ Being the team leader, I have to say one of my strengths was being able to be an appropriate leader and delegate the work to my team members as well as participating in the care myself. I noticed, however, that I was doing most of the talking during the video, and I could have let one of my team members talk as well. </li></ul>
    19. 19. <ul><li>Thank you TLTC </li></ul><ul><li>especially Heidi Trotta, Michael Soupios, and Karla Braithwaite </li></ul>

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