why simulation offers patient care experiences to the novice that are rare and risky for them to...
TRANSCRIPT
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Why Simulation
• Offers patient care experiences to the novice that are rare and risky for them to participate in.
• High acuity patient levels • Shortened patient stays • Critical staffing shortage Jeffries, P. (2007).
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• Students’ cognitive, psychomotor and learning domains addressed.– Observing the clinical situation Observing each
other (role modeling) – Participants verbal communication during pre and
post simulation experience Facilitator prompts and comments during simulation
• Role playing
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National League for Nursing (2006)
• Concludes– Students who have participated in paper/pencil
case study did not perceive as many problem solving features as the students who were actively involved in static or high fidelity simulation.
– Students who were engaged in high fidelity simulation had a higher satisfaction with their learning and reported a higher confidence in implementing patient care.
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Experiential Learning
• Theory– Dewey (1933) & Kolb (1984)• the learner’s reflective observation about an
experience is essential in the learning process.
• Defined– occurs when the learner is actively engaged in
gaining knowledge
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Prepares students to…..
• Synthesize knowledge • Integrate evidence • Work in collaboration • Provide ethical and safe care • Problem solve/critically think • Reflect on their skills
» Jeffries, P. (2007).
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Low Fidelity• Standard mannequins with no extra features • Allow for mistakes • Students learn from their mistakes • Students develop confidence
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Moderate Fidelity
• Mannequin where chest looks real ,breath sounds can be heard but the chest does not rise or fall
• Mannequin allow for mistakes • Students learn from their mistakes • Students develop confidence
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High Fidelity• Mannequins that are highly sophisticated and
computerized • Students develop practice decision making
skills • Students learn to establish priorities
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Design Considerations
• Best Practice– Provide active learning– Provide feedback– Collaborative learning – Appropriate time for experiences
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Design cont.
• Student Factors– Designate specific roles to students – Response-based – Process-based – Allow for self directed learning
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Design cont.
• Faculty Factors– Become observers/evaluators – Determine appropriate use of support/ cues
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Design cont.
• Sim Characteristics– Clarify learning outcomes – Provide fidelity within the simulation– Imbed cues – Determine appropriate level of complexity– Provide appropriate time for debriefing
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Evaluations• Knowledge (pretest/posttest) • Skills Performance (competencies) • Student satisfactions (course evaluations) • Self confidence (reflection questions)
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Reference• Jeffries, P. (2006). Designing, Implementing, and
evaluating: Simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26 (2), 96- 103.Retrieved July 11, 2007 from http://gateway.tx.ovid.com
• Jeffries, P. (2007). Simulation in nursing education: From conceptualization to evaluation. National League for Nursing: New York. National League for Nursing & Laerdal Medical , (2006).
• Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: A national, multi-method study. Retrieved July 16, 2007 from www.laerdal.com
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Discuss Donald
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Minnesota Healthcare Simulation Library
• http://www.mnsimlib.org/