Simulation-Enhanced Interprofessional Education in Health Professional Schools
Technological innovations are influencing education strategies and specifically advancing the domain of health professional education. Simulation is becoming more popular as a means to provide innovative learning experiences and foster understanding of didactic content, as well as offer an avenue for students to refine their collaborative practice skills. The Institute of Medicine (IOM) in its report, To Err is Human: Building a Safer Health Care System, recommended simulation training as a teaching strategy that can prevent future errors in the clinical setting (Kohn, Corrigan, & Donaldson, 2000). The report states that “health care organizations and teaching
…show more content…
In fact, when healthcare professionals understand each others’ roles and are able to communicate and work together effectively, patients are more likely to receive safe, quality care. In 2013, the World Health Organization (WHO) issued a set of guidelines entitled Transforming and Scaling up Health Professionals’ Education and Training. “Transformative scaling up of health professionals’ education and training is defined as the sustainable expansion and reform of health professionals’ education and training to increase the quantity, quality and relevance of health professionals, and in so doing strengthen the country health systems and improve population health outcomes” (WHO, 2013, p. 11). The recommendations presented target the health professional workforce and aim at addressing the complex and evolving needs of populations around the world. Two of the recommendations were about the use of simulation methods in the education of health professionals and the implementation of IPE in undergraduate and graduate programs. The more recent IOM report (2011), Future of Nursing: Leading Change, Advancing Health, provides direction for nurse educators to incorporate simulation in their teaching strategies and promote interprofessional learning experiences. Educators in health professional schools face real challenges when training students to become experts in caring for patients with complex
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.
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
Simulation is one kind of reflective tool that widely use in nursing education. National League for Nursing (NLN) described that simulation was a teaching technique that encouraged students to use and apply their theoretical knowledge in clinical scenarios (2015). NLN (2015) also mentioned that “simulation engages learners with diverse perspectives to reflect and reframe the understanding of practice, bringing thinking and doing together” (p. 4). Jones (2009) showed the similar view that reflective simulation was a critical learning process via practiced-based scenario activity that enhanced students to learn and to practice skills before they faced real situations. However, not all processes of simulation use reflection, it is just debriefing process.
the potential ethical consequences and recommendations of including currently popular virtual/computer-based simulation as a medical educational tool for formal nurse- and physician- education programs.
(Weinberg, Auerbach, & Shah, 2009) This may prove especially important as the assessment and care of critically ill children is particularly stressful for providers. Debriefing after the simulation experience also provides a time for reflection. Concepts taught in lecture become more tangible as a result of their application during the simulation. Simulation has the potential to enhance pediatric nursing education, improve patient safety and provide additional experiences when clinical sites are limited. The student has an opportunity to build and practice a pediatric skill set. (Bultas, 2011)
Smith, L. G., & Gallo, K. (2015). Building a Culture of Patient Safety Through Simulation: An Interprofessional Learning Model. New York: Springer Publishing
Since nursing is an ever-evolving profession, the faculty's RAM model can be integrated into the SIM lab to help transition nursing faculty to ensure safe and effective tracheostomy care to patients. Further, rubrics can be used as a tool in SIM lab to help validate progression in learning from simple to more complex care concepts (Moughrabi & Wallace, 2015). When the faculty understands the concept of theory and applies it to practice, their training can bring their newly acquired skills into clinical practice. Therefore, Roy's model would work for my DNP project because the staff transitions can be made more effective through the use of simulations so that faculty can be comfortable to respond to any given emergency situation by adapting to any
It allows the scenario to be flexible and present different outcomes. It is a safe space for students to experience mistakes without a patient being harmed. “Simulations can introduce students to the process of being able to perceive characteristics and aspects of patient care situations that may alter the manner in which nursing care is provided” (Bambini, Washburn, & Perkins, 2009). These simulations are great additions to theory, as they put an action with a lesson.
Aviation first trains their pilots on simulators and case studies before allowing pilots to fly the plane by themselves. This development was created after World War II to reduce pilot error (Gibson & Singh, 2003). Aviation makes it very hard to allow their pilots to make mistakes, especially since those mistakes include potential deaths. I believe healthcare should follow the footsteps of the aviation industry. Practitioners should practice and continue to practice even throughout their careers to ensure that new techniques and skills are learned and old ones are sharpened. As the world continues to advance, so do the use of technology and different methods when implementing care. Gibson and Singh (2003) mentioned the use of “dummy medicine”. Practitioners and nurses can now practice on simulated patients and act out real life situations so that they are better prepared to handle these situations on the field. This will reduce the likelihood of medical errors or mistakes from occurring and safeguard patients from these events. Cadavers, simulated patients, three dimensional (3D) realities, and even case studies can help all healthcare providers to learn, train, and sharpen their skills so that the mistakes will be made during the training rather than on an actual patient. Even though someone may train on a simulator, does not mean they are skilled and competent to care for a living human
Technology is continuously evolving and expanding. In the nursing field, technology has become essential. From taking vitals, inputting electronic medical records, to even using simulation training, nurses rely on the advances in equipment technology to successfully perform everyday tasks. One of the most beneficial technological advances that has been created for the nursing profession is simulation training. Nurses use simulations laboratory trainings while in nursing school and throughout the work field. Simulations laboratories are specialized labs that have controlled computerized patients that are capable of exemplifying different humanistic reactions and responses such as overdose, cardiac arrest, and even respiratory complications (Kapucu, 2017). These specialized trainings allow for nurses to develop new competencies in patient care and demonstrate new evidence based care techniques with computerized patients before performing these competencies on the floor with an actual patient. Nurses are continuously going to encounter simulation trainings in order to aid their professional development with patients. Simulation trining strategies can be used alone or even in affiliation with other different teaching methods to help increase the learning experience (Kapucu, 2017).
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.
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
Increased use of high-fidelity resources led to further incorporation and study of outcomes associated with its use. Educators have found that using simulation benefits students with superior learning opportunities through exposure to high-risk scenarios not always accomplished in live clinical settings, an environment to explore patient care errors without causing actual patient harm, and an opportunity for direct observation of student actions and reflection on thinking process (Adamson, 2015). As a proven
A nursing program attracts these high-quality nursing students by their faculty and the students appearing and performing at a high level of success and professionalism. The Adams State Nursing Department has changed and is now performing at a high level of success and professionalism. It is now time to show this visually to the community. Secondly, the San Luis Valley is located in a very rural and poor region of Colorado. Resources are limited and scarce. Many health care professionals come to the San Luis Valley for two years, just long enough to obtain student loan forgiveness and then they leave. Attracting top-notch health care professional to one of the coldest places in the nation adds to the problem. Due to these factors, it is critical that the San Luis Valley cultivate its own high-quality (this could be wrong) health care professionals. How does a community do that? The answer is with training and continuing opportunity to learn and practice skills (Campbell, Shepherd, McGrail, Kassell, Connolly, Williams, & Nestel, 2015) (Carlisle, Bhanugopan, & Fish, 2011). This is where the Adams State University Simulation Center can be an invaluable resource to the community. In the Simulation Center, nearly any scenario or skill can be practiced. Audio and visual recording equipment as well as a