High Fidelity Patient Simulation For Nursing Education

Anything… the word I professed some time ago. I prayed the prayer that I would do anything. The woman who tends to always be in a state of trepidation, prayed that she would do anything for Him. From that one word, many plans surfaced. I had hoped that it was just spontaneous thoughts and that they did not mean anything. Among the list, was the idea of becoming a nurse. It was an outlandish notion. How on earth could I be a nurse? Somehow that random thought has turned into a reality. I am currently striving toward one of my “anythings”. I know that my current situation is definitely not by my own doing and that He has been continually opening doors. It has not been an easy road. Thoughts of doubt, negative

Since the capstone project started early on beginning of the Doctor of Nursing Practice (DNP) program, I was able to discuss and work personally with Dr. Spicer as my practice mentor in selecting the appropriate topic for my project. Dr. Spicer was very involved in choosing my second option for new capstone project # 1 related to simulation lab and faculty teaching and learning. The patient simulation laboratory (SIM lab) uses state-of-the-art equipment that provides students and faculty with the opportunity to tackle real-life scenarios in a safe and supported environment. Further, I learned that active learning involves the faculty through participation and investment in exploring content knowledge in all phases of the learning process. It requires educational activities that provide faculty with the opportunity to engage actively in courses and respond to the learning situation.

Nursing simulation, a progressive method of education and utilized by nursing programs, improves patient outcomes by giving students opportunities to practice and learn new nursing skills in non-threatening environments. The use of simulation experiences origins hold root in the military and airline industries. Nevertheless, since that time, many academic interest groups, including medical and nursing education have adopted this educational method. Furthermore, anticipated is the idea that simulation experiences will allow students the opportunities they need to practice skill sets that will lead to the improvement of the patient’s condition. Additionally, an evaluation of the nursing simulation also serves an important role in determining the effectiveness of the activity in meeting the objectives of various nursing curricula. Completing, recording, and studying the outcomes of a methodical evaluation, such as a rubric, are foundational to the enhancement of both the procedure and results (Robinson & Dearmon, 2013). This capstone project specifically concentrates on the development, implementation, and evaluation of a rubric for nursing simulation scenarios conducted by baccalaureate level nursing students at WKU.

Smith, L. G., & Gallo, K. (2015). Building a Culture of Patient Safety Through Simulation: An Interprofessional Learning Model. New York: Springer Publishing

Developing educational goals that can improved patient centered care after being discharged from the hospital is challenging. Our curriculum has to be designed from an understanding of adult learning needs. It has to be based on their cultural background and languages barriers. The medical staffs, who will be working in the simulation center, have to be properly train to deliver the course.

A human patient simulator is a life-like, anatomically correct, computer driven mannequin with physiologic responses that mimic real patients. Education in simulated learning environments (SLEs) has grown rapidly across health care professions. A randomized controlled trial has investigated whether SLEs can, in part, substitute for traditional clinical education finally provided evidence that clinical education in an SLE can in part (25%) replace clinical time with real patients without compromising students' attainment of the professional competencies required to practice (Watson et al., 2012). An increase in recognition of medical errors has dictated the need to improve education by allowing students and clinicians to learn in an environment

For years nurses have gained experience in the medical field through clinical rounds at hospitals and doctors offices. Learning has always taken place first through textbooks and then through personal experience during required clinical time. These methods have proven effective but include limitations to the amount of exposure a student can gain before entering the workforce. A new way of learning is on the rise with the use of High Fidelity Simulations (HFS) or the Sim Man. HFS is a computerized life size manikin that simulates real human responses to treatment. This new technology allows students to practice rare procedures or treat common diagnoses.

effect of using unit based, high fidelity simulation as an educational tool (Disher et al, 2014)” on the knowledge of the bedside nurse, while the second addressed the level of self confidence the nurse felt when handing a critically ill patient in a compromised state. These questions differ from a hypothesis because they do not involve a population, variable and relationship but rather, include a population, intervention, comparison, and outcome.

There are three types of simulation and they are, Low-fidelity simulation Intermediate-fidelity simulation and High-fidelity simulation (HFS) is help to experiential learning using life-size manikins with actual physiological responses, and sophisticated interactive ability in realistic scenarios. Students can make, detect and correct patient care errors without negative consequences(Nagle, McHale, Alexander, & French, 2009). High-fidelity simulation help to support the trainees confidence and competence from the theory to the clinical environment. (Bambini, Washburn, & Perkins, 2009)The simulations support discussions among the trainees, which concern on different aspects of their professional practice, and could improve the achievement and improve of clinical skills. HFS help to improve team collaboration and communication in the training program ((Birkhoff & Donner, 2010; Ling, Xiaohong, & Xiaoping,

First, to illustrate the excellence and vigilance of nursing care one must apprehend components necessary in an education of individual promoting grow into a professional healthcare provider. Baid and Hargreaves (2015) explain that " Safe and high quality nursing care requires nurses to have a thorough understanding of the rationales for why nursing interventions are carried out in addition to being able to correctly perform the psychomotor aspects of clinical practice " (p.175). Therefore, the introduction of simulation allows students to learn in a safe environment to develop assessment skills and to integrate quality and safety of the practice. Moreover, fidelity, validity, and reliability are the main components of simulation education

Sometimes failure can really be the best teacher. This was the case with the Lakeview Regional Hospital Simulation Exercise. During the simulation, I learned a lot about working with a team, knowing when to stand firm and when to compromise. I have been a part of plenty of projects, but sometimes I can be a little lost when it comes to the healthcare aspects of things. It was during these times that I looked to my teammates to assist with filling in some valuable blanks about the healthcare environment. I do have a lot of experience with introducing technology, training and media relations. It was during these parts of the simulation that I could really lend a helping hand. The simulation illustrated the importance of buy-in amongst the implementation team as well as other members of the entire organizations. It showed that there will always be some inherent resistance, but that doesn’t mean that change is impossible as long as there is some flexibility.

Patricia, you have brought the valuable discussion with expressive slides on simulation as one of the innovative technological application in nursing education. I had the experience in my nursing school to learn the basic nursing skills such as bed bath, urinary catheterization, administering enema, and pretend for IV insertion techniques. Since I started working in this hospital, we have a simulation lab for nurses to demonstrate any advanced techniques with new protects and technological equipments to gain hands on experiences. The use mannequins in the BLS class room provided me the confidence in chest compressions and prepared me function efficiently in real life situation.

In the interim, the Simulation Center is manually entering metrics data. This labored intensive task would be more efficient for data collection once the new learning management system software is networked into the hospital’s computer servers. This curriculum and all simulation activities would benefit from this system by being able to quickly evaluate a curriculum throughout the year; therefore, continuous improvements and enhancement can be systematically. Funding for this curriculum comes from both internal and external resources. There is a request in the que in purchasing a high-fidelity tetherless simulator and updated home care equipment reflective of products used medical home companies. Coincidently, the Simulation Center has acquired the quality improvement personnel; in which, this presents the possibility to automate assessments tools and efficiently track patient outcomes within our department.

One of the most commonly-used methods of deploying technology in the nursing classroom is that of simulation technology. High fidelity human patient simulation (HFPS) is increasingly regarded as an essential element of nursing education programs" (Diener & Hobbes 2004: 34). This increases the level of

A solicited demographic questionnaire from all participates involved will be obtained. The data will include the participant’s age, gender, prior simulation exposure, and if they participated in a debriefing after a scenario. The nurse educators will receive the same basic questions regarding demographics. Two additional question will be asked separately related to (1) have they received formal training in simulation debriefing or not; (2) do they use prepared debriefing questions or not after a simulation event. An initial pre-test will be given to group participants once the demographic questionnaire is complete.