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Simulated Learning Experience in a First Year Nursing Course: Lessons Learned

Simulated Learning Experience in a First Year Nursing Course: Lessons Learned. Lisa Keenan-Lindsay RN, MN Professor of Nursing Seneca College. What is simulation Learning Experience (SLE).

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Simulated Learning Experience in a First Year Nursing Course: Lessons Learned

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  1. Simulated Learning Experience in a First Year Nursing Course: Lessons Learned Lisa Keenan-Lindsay RN, MN Professor of Nursing Seneca College

  2. What is simulation Learning Experience (SLE) • SLE provides a realistic re-enactment of clinical situations in which the student is able to step into a role in a non-threatening learning environment (Schoening, Sittner, & Todd, 2006) • Can be used to learn a variety of skills through different modalities • High fidelity • Medium fidelity • Low fidelity http://www.ocean.edu/academics/programs_of_study/nursing/virtual.htm

  3. Why Use SLE? • Incorporates active engagement, shared responsibility for learning and reflection • Fosters development of clinical and critical thinking skills to enhance patient care in safe environment • Allows student to make mistakes and learn from the consequences without harming patient • Increases confidence (and decreases anxiety related to new skills) • Can incorporate many skills into scenarios

  4. First Year Nursing Course • Clinical course: 8 students • Curriculum shift • Older Adult OR Maternal Newborn • Learning objective for course • To provide care to a patient in each clinical area • Simulation lab experience • Fall 2011: 2 weeks = 20 hours • Winter 2012: 1 week = 5 hours • Classroom experience • Incorporated some scenarios into theory class

  5. SLE Experience: Lab • Student Preparation • Introduction • Scenario: Realistic • Time-outs • Debrief • Written reflection

  6. Debrief • “facilitated or guided reflection in the cycle of experiential learning” Fanning & Gaba (2007) • Primary place of learning • Reflect on and discuss their actions and those of others • Self-evaluation by students is best • Can improve student’s evaluation skills • Need to give objective evaluation

  7. Debrief • Need instructors with expertise in area and experience with simulation • Research needed: what is better – individual or team debriefing • Video-taping • If time permits may run through scenario again with new learning http://maasd.edublogs.org/2010/01/17/creating-an-environment-which-meets-student-learning-needs/

  8. Student Reflection • “turning experience into learning” (Ness et al, 2010) • Were able to realize that they focused more on tasks than on developing relationships with patients • Students want more experiences like this • Recognize that SLE provides valuable practice that can benefit their clinical competence and skills • Application of nursing theory to clinical practice • Incorporated knowledge from other courses http://www.sde.ct.gov/sde/cwp/view.asp?a=2609&q=320242

  9. Learning: Our Experience • Assessments & Health teaching • Communication with patients and families • Skills were transferable to other areas of nursing • Incorporated knowledge from other courses • Hands-on learning environment can be more valuable than didactic education (work well together) • Increases students confidence & enthusiasm • Team work • Critical thinking: Aha moments! http://changizi.wordpress.com/2010/09/09/why-we-have-aha-moments/

  10. Learning • SLE will never replace clinical experience but can give students opportunities to experience different areas • Students learn and retain skills better when learn in environment of emotion, laughter and social experiences • Students enjoyed experience • Student anxiety • Great teaching experience • Provided consistency • in marking for part-time clinical teachers http://jamesbrauer.com/you-do-realize-its-about-learning-right/student-learning/

  11. Student Feedback • “great way to apply theory to practice” • Felt information could be applied to other clinical situations • Realized how biases affected how they give care • “will now be able to incorporate family into care I provide” • “able to take your time and make mistakes” • Equipment made everything feel “real” • If it wasn’t for sim lab I would never really know how to build a therapeutic relationship with a patient in the hospital • Felt less “ripped off” • Feedback was useful

  12. Challenges • Cost of simulators • Cost of trained faculty (resource intensive) • Teachers need training in use of simulator as well as debriefing • Ideal if have lab that resembles clinical environment

  13. Classroom Simulation • Learning: eliminated didactic class time (showing rather than telling) • Students needed to come prepared • Many students did not want to be nurse • Need buy-in from teachers in class – takes away class time • Teachers need to feel comfortable with equipment • http://www.hhs.gov/ash/initiatives/hai/training/

  14. Next Steps • Collaborative, inter-professional opportunities • Students want more simulation experiences • Research: are the students able to take this new learning into other clinical areas • Move into classroom and possibly 1st semester skills lab class http://gratitudeplanet.com/2011/01/28/there-is-always-the-next-step/

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