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Why Simulation

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). . Students’ cognitive, psychomotor and learning domains addressed.

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Why Simulation

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  1. 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).

  2. 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

  3. 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.

  4. 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

  5. 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).

  6. Low Fidelity • Standard mannequins with no extra features • Allow for mistakes • Students learn from their mistakes • Students develop confidence

  7. 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

  8. High Fidelity • Mannequins that are highly sophisticated and computerized • Students develop practice decision making skills • Students learn to establish priorities

  9. Design Considerations • Best Practice • Provide active learning • Provide feedback • Collaborative learning • Appropriate time for experiences

  10. Design cont. • Student Factors • Designate specific roles to students • Response-based • Process-based • Allow for self directed learning

  11. Design cont. • Faculty Factors • Become observers/evaluators • Determine appropriate use of support/ cues

  12. Design cont. • Sim Characteristics • Clarify learning outcomes • Provide fidelity within the simulation • Imbed cues • Determine appropriate level of complexity • Provide appropriate time for debriefing

  13. Evaluations • Knowledge (pretest/posttest) • Skills Performance (competencies) • Student satisfactions (course evaluations) • Self confidence (reflection questions)

  14. 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 & LaerdalMedical , (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

  15. Discuss Donald

  16. Minnesota Healthcare Simulation Library • http://www.mnsimlib.org/

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