faculty development: integrating simulation into the nursing curriculum planning committee: cathy...

Faculty Development: Integrating Simulation into the Nursing Curriculum

Planning Committee:Cathy Cormier PhD RNTonia Vessel MSN RNMichelle Ellis MSN RN

Donna Hathorn PhD RNSharon Landry MSN RNWilla Stewart MSN RN

Theresa St. Romain MSN RN

1. Define simulation in reference to Southeastern’s nursing curriculum.

2. Identify types of simulations from low to high fidelity. 3. Discuss advantages of simulation as a teaching

strategy to enhance student learning. 4. Identify the steps to planning a simulation experience.5. Discuss strategies for integrating simulation into the

nursing curriculum. 6. Identify resources for integrating simulation. 7. Explore the functions of high-fidelity simulators in

hands-on environment.

Ability is what you’re capable of doing.

Motivation determines what you do.

Attitude determines how well you do it.

Lou Holtz (Head Coach, University of Notre Dame 1986-1996)

Formation of Ad-Hoc

Skills Group

Implement N477 & N473

Implement N382 & N489

Implement N373

Faculty Development, Room Set-up, Standardized Patients N226

Initiate On-line videos

On-Line Skills Videos &

Proposal for Incorporating Simulation

Nursing Department Budget Internal Grants:

Center for Faculty Excellence External Grants

Board of Regents Fellowships Baton Rouge Area Foundation

Partnerships Healthcare Systems Community Outreach

“To replicate some or nearly all of the essential aspects of a clinical situation so that the situation can be more readily understood and managed when it occurs for real in clinical practice” (Morton, 1995, p. 76)

NLN

(Jefferies, 2005)

(Jefferies, 2005)

Safe practice of high risk low frequency skills

Students can make mistakes without compromising patient safety (Decker, Sportsman, Puetz et al. 2008)

Engages student in active learning

Active learning improves knowledge retention (Johnson et al., 1999)

Self Reflection Promotes critical

analysis of self with regards to clinical nursing skills (Jefferies, 2005)

Team Building (McCausland, Curran, & Cataldi, 2004)

Sharing knowledge & collaborating with peers

Resume Builder Research Opportunities Exciting Opportunity to Enhance Current

Teaching Practices

Recruiting Tool Prepares Baccalaureate Generalist

Integrates 5/9 Essentials for Baccalaureate Education Outlined by CCNE II – Patient Safety III – Evidence Based Practice IV – Application of Patient Care Technology VI – Collaboration !X – Baccalaureate Generalist Nursing Practice

Evidence Synthesis Laschinger et al. 2008 23 studies

Aim: To review the evidence on the effectiveness of simulation in the professional education of health care providers.

Results High learner satisfaction with simulationHigh fidelity simulators are useful for

teaching high acuity skills.Gains in knowledge are short term,

performance will decline over time.

Conclusions:Simulation should be used as an

adjunct not replacement for clinical practice.

Students enjoy simulation and feel it makes learning easier.

More research is needed to evaluate skills acquisition using simulation as a teaching methodology.

Reflects 2010 Vision & Strategic Priorities

Objectives Fidelity Problem Solving Student Support

Debriefing (Jeffries and Rogers, 2007)

Reflect the intended outcome of the experience.

Specify the expected learning behaviors. Provided details to the learner regarding the

expectation of the learning experience.

Technology

Does

Not

Drive

the Simulation Experience

Low

Static equipment for skill attainment.

HighComplex situation replicating real life

Scenario should be challenging but obtainable Provide opportunities to:

Prioritize nursing assessmentProvide nursing care based on

assessmentSelf Evaluate

Cues provided to direct assessment and nursing care during simulation: Verbal Lab Reports Phone Calls Simulator Programming Cue Card for other participants

Focus Learning outcome Application of concepts

Faculty Role Facilitator

Goals Self assessment :

Nursing Actions Decisions Communication Techniques Ability to deal with unexpected

(See Handout)

Determines:Effectiveness of simulation experience Student LearningStudent Satisfaction with Teaching

Strategy

Schedule the simulation with skills lab coordinator & course coordinators.

Create scenario or utilize standardized scenarios

Determine Equipment/Props needed Wigs, Tattoos, Odors, Wounds, etc.

Determine what the student will need to do to prepare for the simulation

Test-run scenario prior to student engagement Conduct Scenario Debriefing

Enhance Clinical ExperiencePre-Clinical Performance AssessmentStudent Exposure to Low Frequency

Scenarios Application of Theory to Practice in Classroom Every Clinical Group Will Rotate Through the

Simulation Lab

Business Plan Policies/Procedures & Infrastructure Faculty Development: On-Going Support for Faculty Research Curriculum Development

Sim Man/Sim Baby http://simulation.laerdal.com

Noelle www.gaumard.com

NLN Simulation Site http://sirc.nln.org

Kansas State Board of Nursing http://www.ksbn.org/cne/

SimulationScenarioLibrary.htm The Bay Area Nursing Resource Center

http://bayareanrc.org/

1. How can you utilize simulation as a teaching strategy?

2. How can you utilize simulation to evaluate student performance?

3. What key scenarios will be appropriate for students at your level?

4. What is your burning question on simulation?

Decker, s., Sportsman, S., Puetz, L., & Billings, L. (2008). The evolution of simulation and its contribution to competency.

Jefferies, P. (2005). A framework for designing, implementing, and evaluating simulations used in teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96-103.

Jefferies, P.& Rogers, K. (2007). Theoretical framework for simulation design. In P. Jefferies (Ed.).

Simulation in nursing education: From conceptualization to evaluation (pp.22-33). New York: National League for Nursing.

Johnson, J., Zerwic, J., & Theis, S. (1999). Clinical simulation laboratory: An adjunct to clinical teaching. Nursing Educator, 24(5), 37-41.

Laschinger, S., Medves J., Pulling,C., McGraw R., Waytuck, B. Harrison, M. & Gambeta K. (2008). International Journal Evidence Based Healthcare, 6, pp. 278-302.

McCausland, L., Curran, C., & Cataldi, P. (2004). Use of a human simulator for undergraduate nurse

education. International Journal of Nursing Education Scholarship, 1(1), 1-17.

Morton, P.G. (1995) Creating a laboratory that simulates the critical care environment. Critical Care Nurse, 16(6), 76-81.