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Winds of Change: Transforming and Inspiring Caring Practice Through Simulated Learning Experiences. Mary Royse MSN, RN, CMSRN Carman Turkelson , MSN, RN, CCRN. Objectives. Review historical background and traditional learning strategies for practicing nurses in an acute care setting.
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Winds of Change: Transforming and Inspiring Caring Practice Through Simulated Learning Experiences Mary Royse MSN, RN, CMSRN Carman Turkelson, MSN, RN, CCRN
Objectives • Review historical background and traditional learning strategies for practicing nurses in an acute care setting. • Describe the integration of simulated learning experiences in an acute care setting to foster life long learning and professional development for nursing staff.
Our Catalyst • Verification of clinical competency difficult and outdated. • Relevance and connection of key concepts. • Failure to Rescue • Increased emphasis on patient safety in the clinical setting.
Our Burning Questions • Can we do this? • Will it work? • How will “they” respond to this? • How do we evaluate this?
Our Journey • Orientation • Medical Surgical & Critical Care Residency Programs • Preceptor Workshop • Critical Care Classes • Management Experiences
Simulation Design Framework • Objectives • Fidelity • Low fidelity • High fidelity • Problem solving • Support • Reflective Thinking/Debriefing
Simulation Design Framework:Learner Introduction • Preparatory assignment • Introduction to simulation experience • Assignment of roles • Scenario begins to unfold
Simulation Design Framework:Debriefing • Immediately follows simulation experience • Examination of what happened and what was learned • General questions to guide discussion • What went well? • What could have gone better? • What would you do differently?
Simulation Design Framework: Expected Outcomes/Evaluations • Knowledge gained • Skills performed • Learner satisfaction • Critical thinking • Self confidence
Our Personal Journey:Participant Feedback • “The simulations were creative, comprehensive and fun!” • “Recognizing my strengths and weaknesses.” • “Being able to discuss with peers rationales” • “Helped bring things together” • “I hope I have the opportunity to do this again!”
Our Personal Journey:Educator Feedback • “Time consuming but rewarding in the end” • “Anxiety provoking because you do not know what to expect with each simulation” • “It can be challenging to watch the learner make mistakes” • “You can see the light bulbs go off” • “Each simulation is different and unique”
Our Personal Journey:Lessons Learned • Operational plan • Simulation design • **Instructor development/preparation • Pre-simulation preparatory assignments • Simulation experience • Not everyone will be enthusiastic!
Our Journey Continues… 2010 and Beyond… • Research • Publish • Create a “Library” of simulation scenarios • Hemodynamic Multidisciplinary Simulations • In-Situ Multidisciplinary Simulations • Chemo Simulations • Follow Up Simulation Experiences • Life Long Learner- • Simulated Learning Experiences
Summary • Simulation as a teaching strategy has several advantages • Nurses can visualize real consequences of their actions in a safe environment
References • Ackermann, A., Kenny, G., & Walker, C. (2007, May/June). Simulator programs for new nurses' orientation. Journal for Nurses in Staff Development, 23(3), pp. 136-139. • Benner, P. (2001). From novice to expert: Excellence and power in clinical nursing practice (Commemorative ed.). Upper Saddle River, NJ: Prentice Hall Health. • Billings, D. M., & Halstead, J. A. (2005). Teaching in nursing: A guide for faculty (2nd ed.). St. Louis, MO: Elsevier Saunders. • Childs, J., & Sepples, S. (2006, May/June). Clinical teaching by simulation: Lessons learned from a complex patient case scenario. Nursing Education Perspectives, 27(3), pp. 154-158. • Dillon, P., Noble K., & Kaplan L. (2009, March/April). Simulation as a means to foster collaborative interdisciplinary education. Nursing Education Research, 30 (2), pp. 87-90. • Fort, C. (2010, February). So good it’s unreal: The value of simulation education . Nursing Management, 41(2), pp. 22-25. • Jeffries, P. (2005, March/April). Designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), pp. 96-103.
References • Jeffries, P. (2007). Simulation in nursing education: From conceptualization to evaluation. New York: National League for Nursing. • Jeffries, P. (2008, March/April). Getting in S.T.E.P. with simulations: Simulations take educator preparation. Nursing Education Perspectives, 29(2), pp. 70-73. • Hughes, L., Romick, P., Sandor, K., Phillips, C. A., Glaister, J., & Levy, K. et al. (2003, January/February). Evaluation of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization. Journal of Professional Nursing, 19(1), pp. 38-48. • Mitchell, N., & Melton, S. (2003). Collaborative testing: An innovative approach to test taking. Nurse Educator, 28(2), pp. 95-97. • Rashotte, J., & Thomas, (2002). Incorporating educational theory into critical care orientation. The Journal of Continuing Education in Nursing, 33(3), pp. 131-7. • Reese, C., Jeffries, P. & Engum, S. (2010, Jan/Feb). Learning together: Using simulations to develop nursing and medical student collaboration. Nursing Education Perspectives, 31 (1), pp. 33-37. • Robinson, D., & Kish, C. (2001). Core concepts in advanced practice nursing. St. Louis, MO: Mosby.
Contact Information • Mary Royse MSN, RN, CMSRN • MRoyse@beaumonthospitals.com • Carman Turkelson MSN, RN, CCRN • Carman.turkelson@beaumonthospitals.com • Jill Stefaniak • Assistant Director of Education Surgical Learning Center • Jill.Stefaniak@beaumont.edu