Technology Enhanced Simulation Training With Debriefing

During my time in the respiratory ward, I found that repetition and experience made me feel more confident about my tasks, enabling me to be more effective and efficient in the workplace.

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.

Simulation labs and clinical placements are effective for practicing skills and building hands-on dexterity, habits, rhythms, and confidence. Not every facet of nursing education prepares student nurses with this kind of learning; originally an, most commonly clinical hours spent in simulation labs were integrated strictly into BSN programs, eliciting the statement made by Taylor (2008) that ADN programs have had to expand their curricula and offer students more content (p.613). According to Go’s (2012) dissertation on High Fidelity Patient Simulation (HFPS), simulation labs are advantageous because they give student nurses a venue for instruction while working in a clinical setting (p. 34). HFPS promotes and validates the clinical judgment competency of nursing students; it offers opportunities for feedback, debriefing, and guided reflection; it increases the student's ability to synthesize knowledge and insight, forming the bridge between theory and practice (Go, 2012, p. 34). However, hours spent in standard clinical settings are often inadequate in preparing

The use of simulation allows students to experience hypothetical clinical scenarios without threat of harm to patients. One of the objectives of running the simulation is to allow to experience and learn from various scenarios that they will likely encounter on the nursing floor and provide an opportunity to apply theory into practice. Prior to this simulation, we were introduced to several literature covering concepts on nursing responsibilities when floating, impaired nursing, diversion of medication, reasonable suspicion, and the AACN standards for establishing and sustaining healthy work environments. Such concepts help the nurse to practice her profession safely and transform into a leader that can initiate and influence change towards the success of an organization.

For graduate nurses, does the use of high-fidelity simulators compared to low-fidelity simulators lead to better non-technical skills during emergency situation/code blue within ten weeks?

Management agreed that policies and protocols needed to be evaluated yearly to stay current on competency level requirements of respiratory therapists. Management agreed that willingness to ask questions and ability to communicate with patients and doctors were important critical thinking skills necessary for treatment of patients in ICU and ED. Management also agreed that it is important to be self reliant and capable of thinking outside the box. Management agreed that the yearly competency evaluations helped improve/validate competency with currently practicing respiratory therapists.

The research question addressed by the article titled, “The Effect of Unit-Based Simulation on Nurses’ Identification of Deteriorating Patients” by Disher et al., are: 1. What is the effect of using unit-based, high-fidelity simulation as an educational tool on RNs’ knowledge levels in handling acute respiratory deteriorating patients on step-down cardiovascular units in a community hospital? 2. What is the effect of using unit-based, high-fidelity simulation as an educational tool on RNs’ self-confidence levels in handling acute respiratory deteriorating patients on step-down cardiovascular units in a community hospital? (Disher et al., 2014)

In the dynamic healthcare environment, healthcare leaders (those who motivate and mentor others to incentivize positive change) are needed to enhance a newfound level of VTE cognizance. Reducing the incidence of VTE will take a collaborative interprofessional effort, and this begins with the delivery of evidence-based education: the knowledge driving the impetus towards positive change. This educational exercise will modify an existing VTE prevention protocol in a Magnet hospital’s intensive care unit (ICU), and employ recommendations from the information-rich AHRQ VTE prevention guide to achieve quality improvement and reduce HA-VTE incidence. Furthermore, this change project will utilize the SWOT (internal strengths/weaknesses and external opportunities/threats) analysis decision-making tool to appropriately plan for successful VTE protocol modification (Yoder-Wise, 2015, pp. 108–109). Additionally, this assignment will concisely describe the newly implemented VTE protocol, progress towards illustration of the resources that are needed to devise and manage change, and elucidate the evaluation strategy (continual analysis/measurement of progression and implementation of necessary revisions) to preserve VTE prevention gains.

As part of assessment for CSB330, students worked in small groups to demonstrate and record the correct application of ambulance equipment and perform five clinical skills. These skills were: Neann Immobilisation Extrication Jacket (NIEJ), Carbon Traction Emergency Medical Services (CT-EMS) traction splint, Pelvic Circumferential Compression Device (SAM pelvic sling), Oropharyngeal airway (OPA) and Nasopharyngeal airway (NPA) and Stiffneck cervical collar/soft neck collar. The development of foundational skills early in the paramedic science degree is important, as these skills need to be performed competently during clinical placement. Ambulance practice requires a combination of skill based activity,

This is a training proposal for the job of respiratory therapist. I propose that we did a web-based training first with test to measure the skill of each candidate before hand. I am choosing this method because I have read that this is the wave of the future with over one billion people using mobile learning worldwide. This will give us a first hand look at how much knowledge the prospective employees have before they start the job. They will be able to log onto a site with a user name and password unique to them so they may do this at home. It will consist of information regarding basic disease processes, medication, airway management, ventilator management and documentation.

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.

Hospitals are working towards a more team-based training. The last couple years most of my training has been in a simulation lab. I feel it improves communication, teamwork, reinforces skills and new practices. Hands-on simulation experience allows healthcare workers to get messy, make mistakes and sharpen problem-solving skills — with no risk to patients. As nurses, we collaborate with each other on a daily basis but we are trained and tested individually on our skills, theory, and practical situations. As healthcare evolves, stimulation labs should be part of all healthcare works training and testing, that way everyone is better prepared to handle real time events.

Research shows that novice nurses find it difficult to handle patient situation properly in the event that their condition rapidly deteriorate. Barbara Aronson (PhD, RN, and CNE) and her colleague Barbara Glynn (DNP, RN-BC) conducted the research. The title of the article was clearly stated and it focused on the effectiveness of a role- modeling intervention on student nurse simulation competency. The researchers used quasi -experimental studies to conduct a pre-test and post-test study to evaluate whether student been exposed to the role- modeling intervention simulation competency will be able to handle patient conditions better than student not exposed to that intervention. The study was been

Intensive care units (ICUs) are complex work environments where clinical alarms are vital to warn the staff when patient’s condition changes. Clinical alarms in the ICU are designed to aware the clinical staff of any conditions that require immediate attention or action in order to ensure quality of care and patient safety. However, false alarms in the ICU may cause some problems in providing care to critical patients. According to The Joint Commission National Patient Safety Goal, “06.01.01 targeted improving the safety of clinical alarm systems and required health care facilities to establish alarm systems safety as a hospital priority by July 2014. An important initial step toward this requirement is identifying ICU nurses’ perceptions and

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.