Safety Simulation Study

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.

Nurses are undoubtedly one of the most trusted professionals worldwide. Patients, family members, and doctors entrust nurses to provide the utmost quality care to sick individuals. Top priorities of all nurses are advocacy for their patients: including advocating for their physical health, holistic welfare, and utmost importantly, their safety. Patient safety will always be the top priority when providing patient care. The nurse’s responsibility during every patient encounter is to ensure that each patient under her care, receives no harm. As a direct result of the previous statement, it is crucial that every nurse knows their rights to refuse unsafe patient assignments, the process to refuse unsafe patient assignments, and the legal or ethical ramifications that could present themselves if proper judgement is not used. By understanding these rules, nurses not only achieve the responsibility of advocating for patient safety but also safeguard their careers and license.

In order to properly learn, the nurse must be able to manipulate the emergency equipment, that way he/she is comfortable putting together items such as an Ambu-bag, doing chest compressions, and drawing up life-saving medications. After the 12 weeks of hands on training are completed, the nurse will attend two different simulation labs, one in a delivery room and another in a bedside setting. These simulations consist of a computer operated “baby doll” that breathes, changes color, and has a heartbeat. A team consisting of two new RNs, a respiratory therapist and a doctor will progress through the steps necessary to revive the “infant” in each setting. The mock code will be recorded and played back for the team so they can debrief and discuss ways to do better for next time. This type of learning is a new way of using technology in the classroom setting to practice working under pressure so the nurse is ready when a real emergency occurs. Using an electronic baby doll in “real time” is advancing technology and allowing nurses to feel more comfortable in their own

Simulation in the field of medicine and nursing has become a significant function of education for students and practicing healthcare providers (Aebersold and Tschannen, 2013). Also, the Institute of Medicine (IOM) recommends simulation as a strategy to support nurses in the ongoing accomplishment of knowledge and skills as well as interprofessional education. The activities of simulation also mimic the reality practice when training is too expensive, rarely occurs, or cause an unnecessary risk for patients (Billings and Halstead, 2012). Furthermore, simulation promotes critical thinking, problem-solving, clinical reasoning and diversity of care in a non-threatening environment (Billings and Halstead, 2012). Therefore, it is essential to prepare

PPE are very important tools in the medical field. The observing RN should stop the exiting RN and explain proper PPE protocol. The exiting RN could have had a temporary lapse in judgment. The observing RN can simply reiterate the importance of PPE. An in service should be held for nursing staff on the importance of PPE protocol. The exiting RN should be made aware that the patient and staff were put at risk. The observing RN should make sure that further contamination does not take place. The observing RN can also go over facility protocol for isolation with the exiting RN. Nurses can develop short cuts that can be detrimental to staff and patients. It is important for RN supervisors to constantly emphasize the details of the job. Co-workers

The committee will run focus groups with participating nurses, managers, and patients will help collect first-hand information on the culture of safety. These focus groups have proven to improve important safety strategies necessary for proper implementation of the WPVPP (Arnetz et al., 2015). From this information, the safety committee will collaboratively create new policies and procedures for the WPVPP and identify any barriers to implementation. Site specific environmental changes can be carried out during this phase. For example, installation of panic buttons, cameras, better lighting, and barriers are environmental upgrades that will assist in violence prevention (Gillespie et al., 2013). Strategizing how the program will be rolled out is also an important characteristic of the

I believe that I have accomplished this course outcome in my practice because I understand the importance of patient safety and have taken necessary measures to ensure that I provide care that is evidence based and safe to my patients. One instance of how I do this is by utilizing SBAR when calling the doctors for orders, as well as during end of shift report to other nurses. I have also participated in initiating a fall prevention program for the safety of our residents that are highly at risks for falls. During the meeting, everyone was able to bring suggestions to the table, and agreed on implementing a device that is safe, more effective to prevent falls in our aging patients. As stated by Keller et. al (2013) “The quality of patient care is improved when members of the health care team work in collaboration to share their unique patient care perspectives.” Keeping in mind that healthcare involves different disciplines that equally participates daily in patient’s care, it is vital to set in place an effective form of communication that is sufficient to provide a safe and quality of care for an optimal patient outcome.” Effective teamwork balances unity with diversity.” (Hood, 2016, p.473). As a leader, implementation of this course outcome would necessitate educating the staff on patient safety measures, such as fall risk assessments and interventions, utilizing the stat response team and initiative to avoid medication errors. Promoting the use of patient care technology will also safeguard patients and act as a quality improvement

Nurses spend many years of their lives studying to get their advanced nursing degree and learning the important concepts that they would need to master to function successfully. Nurses and other health care professionals are under increased scrutiny to provide safe, effective care. Over the past decade, nurses have been part of a movement that reflects perhaps more changes than any two decades combined. To affect better patient outcomes, new knowledge must be transformed into clinically useful forms, effectively implemented across the entire team within a systems context and measured in terms of meaningful impact on performance and health

Having knowledge about the hazards and errors that nurses are prone to supplies an upper hand to practitioners in creating a safer health environment. Succeeding protocol and having confidence in the work system is the key to creating a culture safe environment. The QSEN Competency describe culture safety as following a working system guidelines, to avoid negligible errors while attempting to give care to patients (Sherwood 2015). QSEN Competencies has been “adopting guidelines from high performance industries such as aviation, to create a safer environment for patients” (Sherwood 2015). This system highlights what specific changes are necessary to prevent adverse events, through series of steps. Creating a culture safe environment takes time; therefore, future nurses should acquire safety knowledge during nursing school. Applying this system is significant because it encourages health care facilities to follow a system that has been proven to work, thus minimizing preventable adverse event (PAE). Upcoming nurses will step into the health field tremendously competent, trained in a confirmed clinical protocol.

Integrating evidence based practice helps with providing the best possible care to the patient. The nurse manager provided several examples of nursing practices that had been changed in the last year based on current best evidence and cited data that showed that this led to an improvement in the quality of care. She said that the hospital now has an obstetrician/gynecologist (OBGYN) in house at all times because it reduces the time in which to provide critical care. Recently they had to perform an emergency cesarean section and because they had an OBGYN in house, they were no fatalities. Another example is the use of nitrous oxide that has a ratio of 50% nitrogen and 50% oxygen to help with pain management. The nitrous is not continuous but is only activated when you bring it to your mouth. The Hospital Consumer Assessment of Healthcare Providers and Systems

Per the described recommendations and evidences, this project is designed to integrate patient safety competencies in to the existing undergraduate anesthesia curriculum and follow implementation to evaluation at JU. The specific objectives of this project will be:

Thank you for your post. As an emergency department nurse, you care for individuals with many illnesses that require a higher complexity of patient care. Therefore, well trained nurses are needed who are capable of creating a patient-centered and safe environment (Kieft, de Brouwer, Francke, & Delnoij, 2014). The nursing environment is an essential determining factor in providing quality patient experiences. In order to provide quality patient care, the nurses work environment should entail, good nurse-physician relationships, autonomous nursing practice, control over nursing practice, support for education, and a culture that values concerns for patients (Kief, de brouwer, Francke, & Delnoij, 2014).

Expert nursing faculty specializing in simulation will be asked to review the selected HFS scenario and ICS to evaluate content validity of the material. After consent has been obtained from the IRB of Missouri State University and the administrator of TCTC, the sample for the study will be drawn from volunteer nursing students in the second semester of the accelerated LPN to RN program at TCTC. Nursing students will be informed of the purpose of the study, data collection methods, time commitment, and risks and benefits. Minimal risk is posed to students participating in this study. Participation in the simulation will be necessary to meet academic requirements; however, taking part in the study will be considered voluntary. Students will be informed that withdrawal from the study at any time is permissible without incurring penalties or negative treatment. Anonymity of participants will be provided by not requiring signatures on consent forms. It will be implied that students who complete the pretest-posttest, consent to participate in the

Skills to be taught, equipment, objectives, delegation, safety concerns, safety nursing dx., evidenced based practice

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