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QSEN Proposal

Developing a Web-Based Patient-Centered Care Simulation: Lessons Learned McKeon, Cardell, & Norris University of Tennessee Health Science Center. QSEN Proposal. Original Plan

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QSEN Proposal

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  1. Developing a Web-Based Patient-Centered Care Simulation: Lessons LearnedMcKeon, Cardell, & NorrisUniversity of Tennessee Health Science Center

  2. QSEN Proposal • Original Plan • Expose students to different “doses” of PBLI in a pediatric course and measure learning using a pretest/posttest web-based simulation design. • Good News/Bad News • After QI workshop, all pediatric faculty wanted to incorporate PBLI in clinical experience

  3. QSEN Revised Plan • Is web-based simulation as effective as traditional manikin-based simulation to teach quality and safety skills? • Students (N=60) completed a 10-minute pediatric patient-centered care web-based simulated test created in Simwriter (pre-test) • Students participated in a pediatric patient-centered care simulation • Group 1 (n = 30) web-based • Group 2 (n = 30) traditional manikin based • Students (N=60) will complete a 10-minute acute care patient-centered care web-based simulated test created in Simwriter (post-test)

  4. Pre-test Simulation Attributes (Gaba, 2007) • Aim: Performance Assessment (and Training*) • Participant: Individual • Experience Level: Pre-licensure, Term 2 of 3 • Healthcare Domain: In-hospital • Health Care Discipline: Nursing • KSAs: Patient-centered Decision-making • Patient Age: Adolescent • Technology: Web-based case scenario • Site: Learners home* • Extent of participation: Remote viewing with debriefing • Feedback: Automatic critique

  5. SimWriter • Software to develop customized simulation without the expertise of • an instructional designer, • a graphic artist, and • a sophisticated programmer. • Includes all components necessary to develop a simulation program • Mapping • Writing • Designing • Building • Testing • Interface is everything • Training the next generation of workers requires interactivity • Complexity of care requires branching scenarios

  6. Karrer, A. & Martin, L. S. (2001). Simulation Levels in Software Training @ http://www.learningcircuits.org/2001/sep2001/karrer.html

  7. Social Simulations • Also known as decision-based simulations, branching stories, non-technical skills simulations • Interaction with a character, multiple characters, images, etc. to make decisions that determine what you see next • Training occurs through decisions, feedback, coaching, and performance reporting

  8. Social Simulation Outcomes • Allows users to perform the process or work though a situation • Dynamic, media-rich, and engaging learning • Real-world “learn-by-doing” experiences • Allows people with different learning styles to interact with their training content at their own pace • Improves knowledge retention and critical-thinking skills • Allows learning from failure in risk-free environment • Tailored to generation of workers raised as gamers

  9. Process for Creating Simulation • Pre-planning • Thinking through situation and set up • Planning characters • Creating the outline • Mapping • Building the storyboard of the actual simulation • Linking the components together to the sim’s flowchart • Writing • Character dialog • Decision points • Feedback • Assigning scoring value to the choices within decision points • Attaching learning outcomes to the decisions

  10. Process for Creating Simulation(cont) • Designing • Screen by screen visual layout of design components • Functionality and features of the sim • Editing and Reviewing • Editorial review (spelling and grammar) • Content review (training the right material, realistic scenarios, etc) • Recording and Editing Media • Recording sound/video for high-or low-bandwidth sims • Editing media and linking it into the simulation • Building and Testing • Compiling all the simulation data into a playback engine • Testing the product for errors • Making fixes and updates

  11. Tips and Guidelines for Writing Social Sims • Keep it conversational • Keep it simple and straight forward • Use character dialog as transition material • Use character dialog to naturally create opportunities to succeed or fail • Keep choices close to equal length • Use feedback to provide extra information • Play characters off one another

  12. Writing the Case Study • Selecting patient-centered care competencies • Elicit patient values, preferences to assess, plan, and evaluate care • Initiate effective treatments to relieve pain and suffering in light of patient values, preferences, and expressed needs • Assess level of patient's decisional conflict and provide access to resources • Recognize the boundaries of therapeutic relationships • Facilitate informed patient consent for care • Participate in resolving conflict and building consensus • Creating a montage of actual scenarios • Establishing content validity • Obtaining expert test construction review

  13. Pediatric Patient-Centered Care Case Study

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