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CASE SCENARIO SIMULATION IN
NURSING EDUCATION
Presented by: Katy Gordon RN, MSN(c)
Scholarly Project
Ferris State University
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OBJECTIVES
Describe goals and objectives of scholarly project
Describe how scholarly project supported by evidence-based practice and literature
Describe graduate student personal and professional accountability
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OBJECTIVES
o Describe analysis of outcomes supported by literature
Describe adherence to legal , ethical, nursing, and organizational standards
Describe recommendations for future use of case scenario simulation
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SIMULATION IN NURSING EDUCATION AND EVIDENCE-BASED PRACTICE
Application and integration of skills, knowledge and critical thinking
Facilitates development of student competence and confidence
Involves experiential learning, adult learning, constructive learning, and reflective learning theories
Fanning & Gaba, 2007; Grossman, Krom, & O’Connor, 2010; Jeffries, 2007; and Shinnick, Woo, & Mentes, 2011
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PLA
NN
ING
PH
AS
E O
F
SC
HO
LA
RLY
PR
OJE
CT
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GOALS AND OBJECTIVES OF SCHOLARLY PROJECT
Design of case scenario simulation
Implementation of case scenario simulation
Evaluation of case scenario simulation
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DES
IGN
PH
AS
E O
F
CA
SE S
CEN
AR
IO S
IMU
LA
TIO
N
Jeffries, 2007
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OUTCOMES AND OBJECTIVES
Simulation outcomes and objectives were correlated with course and curriculum outcomes and objectives for cardiac patient
Outcome: Student(s) will care for a complex cardiac patient within the scope of nursing practice
Objectives: outlined in simulation design
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DESIGN CHARACTERISTICS
Objectives
Fidelity
Problem Solving
Student Support
Debriefing
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IMP
LEM
EN
TA
TIO
N P
HA
SE
OF C
AS
E S
CEN
AR
IO
SIM
ULA
TIO
N
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EV
ALU
ATIO
N P
HA
SE O
F C
AS
E S
CEN
AR
IO
SIM
ULA
TIO
N Pretest and Post-test
Debriefing
Student feedback and evaluation
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ACCOUNTABILITY = SUCCESS OF SCHOLARLY
PROJECT
Journaling
Time log
Adhered to proposed plans for scholarly project
Communication
Mentoring
Change agent
Personal accountability Professional accountability
National League for Nursing, 2012
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ANALYSIS OF OUTCOMES
Design of Simulation Phase
Implementation Phase
Evaluation phase
Jeffries, 2007
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ADHERENCE TO LEGAL, ETHICAL, NURSING, AND ORGANIZATIONAL STANDARDS
o Legal standards
o Ethical standards
o Nursing standards
o Organizational standards
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LEGAL AND ETHICAL STANDARDS
Jeffries, 2007; IOM 2010; and The Joint Commission, 2013
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NURSING AND ORGANIZATIONAL
STANDARDS
American Nurses Association, 2010; Faragher, Boese, Decker, & Sando, 2011; and National League for Nursing, 2013
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EVALUATION OF PROJECT WITH
RECOMMENDATIONS
Repeat of scenario
Video recording of scenario for self-evaluation
Use four-step process of simulation before implementing scenario in simulation lab
Abe, Kawahara, Yamashina,& Tsuboi, 2013; Childs & Sepples, 2006; Fanning & Gaba, 2007; and Maslovitz, Barkai, Lessing, Ziv, & Many, 2007
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SUMMARY OFSIMULATION DAY
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QUESTIONS
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REFERENCES
Abe, Y., Kawahara, C., Yamashina, A., & Tsuboi, R. (2013). Repeated scenario simulation to improve competency in critical care: a new approach for nursing education. American Journal of Critical Care., 22(1), 33-40. doi: 10.4037/ajcc2013229.
American Nurses Association (2010). Nursing: Scope and standards of practice (2nd ed.). Washington, D. C.: Nursesbooks.org
Brown, D., & Chronister, C. (2009). The effect of simulation learning on critical thinking and self-confidence when incorporated into an electrocardiogram nursing course. Clinical Simulation in Nursing, 5(1), e45-e52.
Childs, J. & Sepples, S. (2006). Clinical teaching by simulation: Lessons learned from a complex patient care scenario. Nursing Education Perspectives, 27(3), 154-158.
Durham CF, Alden KR. Enhancing Patient Safety in Nursing Education Through Patient Simulation. In: Hughes RG, editor. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare Research and Quality (US); 2008 Apr. Chapter 51. Available from: http://www.ncbi.nlm.nih.gov/books/NBK2628 /
Fanning, R. M. & Gaba, D. M. The role of debriefing in simulation-based learning. Simulation in Healthcare, 2(2), 115-125.
Faragher, J. F., Boese, T., Decker, S., & Sando, C. (2011). Standards of best practice: Simulation. Clinical Simulation in Nursing, 7(4S), S1-S19
.
Institute of Medicine (2010). The future of nursing: Focus on education. Retrieved from http://www.iom.edu/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Jeffries, P. (2007). Simulation in nursing education: From conceptualization to evaluation. New York, NY: National League for Nursing
Maslovitz, S., Barkai, G., Lessing, J., Ziv, A., & Many, A. (2007). Recurrent obstetric management mistakes identified by simulation. Obstetrics & Gynecology,9(6),1295-1300.
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National League for Nursing (2005). The scope and practice for academic nurse educators. New York, NY: National League for Nursing.
National League for Nursing (2012). A Nursing Perspective on Simulation and Interprofessional Education (IPE): A report from the National League for Nursing’s Think Tank on using simulation as an enabling strategy for IPE. Retrieved from http://www.nln.org/facultyprograms/facultyresources/pdf/nursing_perspective_sim_education.pdf
NCLEX-RN Detailed Test Plan (2010). 2010 NCLEX-RN Detailed test plan. Chicago, IL: National Council of State Boards of Nursing.
Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and assessing evidence for nursing practice (8th ed.). Philadelphia: Lippincott Williams & Wilkins.
Rowles, C. J., & Russo, B. L. (2009). Strategies to promote critical thinking and active learning. In D. M. Billings & Halstead, J. A. (Eds.), Teaching in nursing: A guide for faculty (3rd ed., pp. 238-261). St. Louis, MO: Saunders Elsevier.
The Joint Commission (2013). National patient safety goals. Retrieved from http://www.jointcommission.org/assets/1/6/2013_HAP_NPSG_final_10-23.pdf
Witt, S., Borden, S., & York, N. L. (2010). Simulating rapid response in undergraduate critical care education. Dimensions of Critical Care Nursing. 29(1):33-39. doi: 10.1097/DCC.0b013e3181be4b70