SIMULATION STIMULATION IN THE CLASSROOM

1. SIMULATION STIMULATION IN THE CLASSROOM BRING SIMULATION INTO THE CLASSROOM

2. Goals and objectives • Goal: Increase the use of simulation in health care courses. • Objectives • Introduce the types of simulation activities that can be used in the classroom. • Provide a template for organizing simulation activities • Provide an example of an assessment of the simulation

3. Overview • What are some of the most challenging concepts for your students or for you to present? • Blood circulation from the heart and lungs • Electrophysiology of the heart muscle • Therapeutic communication skills • Normal and abnormal breath or bowel sounds • Intravenous line insertions

4. Overview • Can simulation assist in presenting that concept? • Videos-interactive • Low fidelity simulators( anatomical models and skills training stations) • Medium fidelity simulators (such as those which provide various sounds or positions ex. CPR mannequins) • High fidelity simulators (Medi-Man, I Stan, Lucinda)

5. Where do I start? • End of Program Objectives • Be a manager of care for clients and their families in a variety of healthcare settings. • Course Objectives • Manage the care needs for clients with medical-surgical alterations. • Student Learning Outcomes • Identify all physiological/psychological alterations based on history and physical assessments. • Identify the appropriate technology required for performing nursing assessments.

6. learning strategies • Lecture • PowerPoint presentations • Assigned readings • Skills videos • Active learning strategies • Simulation • Assessment

7. Types of simulations? • Low fidelity • Locating veins for venipuncture • Insertion of catheters • Infection control practices • Medium fidelity • Vital signs, pulse-quality, rhythm • heart sounds; bowel sounds • High fidelity • Complex patient scenarios • Interdisciplinary patient scenarios • Games • Organizing of supplies for procedures • What if scenarios • Lab skills • Demonstrations • Interactive videos • Role play • ADL for disabled clients • Visually impaired adaptations

8. How do I assess the effectiveness • Classroom Assessment Techniques • Pre and post tests • Muddiest points • Student generated test questions • Classroom Opinion poll • Application cards • Summarizing • Simple Survey • Other Assessments • Return demonstrations • Quiz • Concept map • Exam questions

9. How do I get started • Planning • Use a template to insure the simulation meets the SLO’s • Make sure all supplies, equipment and technology are working. • Allow enough time for simulation activities. • Practice • Implement • Evaluation of the students engagement, student learning outcomes.

10. questions Linda Brown-Aldridge, DNP, RN lbrown-Aldridge@ccc.edu 312/850-7178