Integrating simulation into nursing education'

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Integrating simulation into nursing education.

• Getting faculty students onboard with
  simulation.

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Objectives

• Identify barriers to integrating HPS into nursing
  education
• Identify methods for involving faculty in the
  integration process
• Discuss methods for involving students in the
  integration process
• Share best practices of others using HPS in
  nursing education

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Why HPS?

• HPS provides increased exposure to real
  situations practice settings in a safe
  environment
• Interactive experience results in better
  learning increased critical thinking
• Students able to see results of nursing
  interventions in real time
• All students can experience a specified patient
  situation
• Decreased clinical practice opportunities

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Components for Integration
Components for Integration
Funding
Faculty
Space
Students
Education
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Barriers Funding

• Colleges rarely have money for large budget items
  deemed not required for essential teaching
  methods

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Barriers Space

• Land-Locked
• Crowded classrooms
• New construction years in the future

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Barriers Faculty

• Fear of technology
• Resistance to change
• Disbelief in value
• Limited time

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Barriers Students

• Lack of interest, skepticism
• Difficulty in assimilating realism in lab setting

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The journey to breaking down barriers
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Funding

• Grants sought awarded to fund purchase of
  simulators equipment
• H1B Equipment Grant
• HRSA
• VTEA/Perkins Fund
• 4 HPS purchased
• METI-man (HANS)
• SimMan (Ben Dover)
• Vital Sim Anne (Abby Normal)
• Noelle (Olive Oil Sweet Pea)

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Space

• Obtained administrative support
• Negotiated with administration and other
  departments
• Converted computer lab office spaces to simlabs

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Barriers Faculty

• Full time faculty recruited to serve as developer
  and coordinator
• Nursing Education Resource Specialist (NERS)

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Develop Goals

• Provide a replica of a patient care environment
  where-
• students can learn and apply cognitive,
  affective, and psychomotor skills
• Instructors can facilitate learning and
  objectively measure student performance and
  competency

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What do we want to teach?

• Cognitive domain
• Physiology
• Pathophysiology
• Pharmacology
• Psychomotor domain
• Patient assessment
• Airway management
• Patient monitoring
• Affective domain
• Respect for values of patients and clinical peers
• Situational awareness
• Teamwork

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Journey with faculty (cont)

• Identified champions
• Faculty workshops with core from each semester
  level
• METI-sponsored workshops on use of simulator
  PNCI
• Interactive workshops for FT/PT faculty to
  develop basic skills with all simulators

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Faculty

• Frequent sessions with hands-on experience
  starting from basic to complex
• Practice scenarios with faculty as students
• Simple, specific cheat sheets for each
  simulator
• NERS consultations with faculty to identify
  methods for integration of simulation
• Faculty users share stories at faculty meetings

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Strategic Planning

• Task force with champions from each semester
  level meet 2-3 times a semester to review
  successes, issues, develop ideas for future growth

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Student journey

• Student tours to view simulators
• Student contests for naming Sim family helped
  build student anticipation for use of HPS
• Birth certificates created displayed in lab
• Student parent received copy

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Open House

• for campus, community, student families to
  introduce the Sim Family

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The faculty journey cont.

• Increased options
• Clinical post conferences using simulated
  scenarios
• Use of simulators for skills labs, assessment
  skills, competency testing
• Open lab for skills practice

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Integration of Patient Simulation in Nursing
Education at RCC
Nsg 2
Nsg 3
Simulation Integration
Nsg 1
Nsg 4
VN
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Semester Level Experiences

• N1-Skills labs VS assessment of lung sounds,
  heart sounds, pulses
• Total Hip replacement assessment scenario at end
  of semester

• N2-Skills labs Periop, PP NBN
  assessment,documentation, NGT foley cath
  insertions, wound care
• Med-surg, Peds, and OB Post conferences using
  scenarios

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Semester Levels (cont)

• N3-SKills lab on postop care documentation.
• Post conferences using scenarios
• N4-Mock code scenario
• Leadership delegation scenario with multiple
  patients
• VN- Block labs on assessment skills, NGT
  insertion, parenteral meds, foley caths
• Skills competency testing at all levels

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Lessons Learned

• Major planning is needed for lab development
• Major assortment of supplies equipment is
  needed ( funding)
• Planning coordination needed for scenarios
• Learning curve for faculty
• Faculty preparation for scenarios
• Scheduling issues

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Lessons Learned

• Students report better attainment of skills
• Faculty report transfer of skills to clinical
  area
• Students value the simulation experiences
• Initial challenge to have students treat lab as a
  true clinical environment
• Students want lab more available
• Staffing issues

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Enhancing Scenario Experiences

• Give students preparation sheets pre-scenario
• Have them complete study questions use that as
  ticket into scenario experience
• Have them develop working care plan r/t scenario
• Assign roles to students
• Create a true virtual clinical environment-dress
  code
• Debriefing is major key to learning

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Continued growth

• Opened second lab third semester
• Maternal-Child lab-Simbaby added
• Medical-Surgical lab
• Opened 3rd lab fourth semester
• Extension campus lab
• Adjunct faculty assigned daily for lab
  instruction
• Full time Simlab Technical Assistant hired Spring
  2008
• PediaSim on order

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Key Pieces
Faculty Involvement
AdminSupport
E
Student Interest
Open Options
Funding
Education
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• Questions?
• Ideas?