Charleston Area Medical Center - Simulation Center
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Charleston Area Medical Center - Simulation Center Interprofessional Simulation Learning Activity (Cognitive Assessment Older Adult) Barbara L. Nunley, PhD, RN, GCNS-BC Associate Professor West Virginia University School of Nursing Charleston Division Mark A. Newbrough, MD Program director WVGEC Assistant Professor West Virginia University School of Medicine Charleston Division David P. Elliott, PharmD Professor of Clinical Pharmacy West Virginia University School of Pharmacy Charleston Division Betsy Randall, PhD Associate Professor and Program coordinator West Virginia University of Applied Social Sciences Division of Social Work Charleston Division Student Level Objectives Utilizing a simulated patient scenario, students will be able assess an older adult with cognitive dysfunction. Students will demonstrate competency within a team of health care professionals from other disciplines and develop a plan of care. Students will review the plan of care with patients using effective communication strategies (health literacy). Students will assess caregiver burden by evaluating physical, emotional and behavioral signs. Faculty/Preceptor Objectives Gain experience in developing a toolkit for planning and implementing Inter-professional Geriatrics Learning Experience for medical, nursing, pharmacy, and social work students. Learn how to utilize the simulation learning environment in teaching models Learn effective evaluation and feedback strategies for a learning activity. Plan learning activity to encompass geriatric inter- professional competencies. Case Study/ Scenario Health Problem Issues Past Medical History Allergies Illnesses Surgeries Family History Medical List Social/Functional History Physical Exam Diagnostic Tests Future Plans Present a research proposal to Institutional Review Board to study the effects of this inter-professional simulation learning activity in developing skills related to communicating with older adults and functioning as a member of an inter-professional team. Develop a simulation video to disperse to academic institutions. Inter-professional Competency Guide for Geriatrics Professionalism - Demonstrate professionalism through a commitment to excellence, adherence to ethical standards, and placing others’ interests above one’s own Cultural Competence - Demonstrate cultural competence when providing patient care. Fund of Knowledge - Incorporates knowledge of geriatrics into plans of care that are individualized and acknowledge the important role of caregivers. Policy - Apply knowledge of age-related social policy to improve health. Community - Evaluate and address unmet health-related needs in the community. Team - Function effectively on an inter-professional team. Education - Provide effective health-related education End-of Life - Provide care for incapacitated older adults and those nearing the end-of-life Best Practices - Demonstrate a structured approach to continual improvement. SIMS Checklist Template Pre-work Reading Assignment, Pre-test (health literacy and inter-professional team work), Mini-lecture Plan of Care, Diagnostic Tests, Treatment and Interventions, Pharmacological Treatment, Follow-up Presentation of Findings, Active Listening, Formulating Inter- professional Plan of Care Communicates Inter-professional Diagnosis, Diagnostic Tests, Pharmacologic Interventions, Follow-up Plan of Care Post-test (health literacy and inter-professional team work), Self- Evaluation of SIMS Learning Experience (Patient/Caregiver Interview, Patient/Caregiver Interview After-Work, Team Meeting, Patient/Caregiver Debriefing), Reflections on Inter-professional Simulated Experience Patient/Caregiver Interview (Domains-Medical, Pharmacologic, Social/Functional Caregiving) Patient/Caregiver Interview After-work Team Meeting Patient/Caregiver De-briefing Evaluation Faculty Feedback to Learner on Performance Introduction Comprehensive Assessment Objective and Subjective Data INTERPERSONAL SKILLS CHECKLIST SP: Session: Objective Start with participant’s impression of session Specific Actions Introduces self and greets by name Used open ended questions Used clear explanations with understandable vocabulary Demonstrated active listening (restatement, reflection, pause for response) Appropriate use of inflection to show interest Demonstrated respect for privacy and confidentiality through voice volume Eye contact (comfortable: attentive, but with breaks) Appropriate body positioning (open/receptive, appropriate distance) Was physical contact appropriate (if occurred) Appropriate use of gestures (facial expressions, head nods, etc.) Used a clear voice that was easily understood Appropriate tone of voice that was easily understood Comments Feedback Techniques Always Skill Verbal Paraverbal Nonverbal Often Occasionally Never “How do you feel the encounter went?” Begin with a positive statement “Your questions/expectations were very clear & understandable” Deliver feedback from a simulated patient’s perspective “If I were having trouble breathing, I would have preferred shorter questions”. Ask the participant to rephrase the feedback provided to ensure clear communication “What have you understood from the feedback I have provided?” Example Date: Participant Name:
Transcript of Charleston Area Medical Center - Simulation Center
Charleston AreaMedical Center -Simulation Center
Interprofessional SimulationLearning Activity
(Cognitive AssessmentOlder Adult)
Barbara L. Nunley, PhD, RN, GCNS-BCAssociate ProfessorWest Virginia University School of NursingCharleston Division
Mark A. Newbrough, MDProgram director WVGECAssistant ProfessorWest Virginia University School of MedicineCharleston Division
David P. Elliott, PharmDProfessor of Clinical PharmacyWest Virginia University School of PharmacyCharleston Division
Betsy Randall, PhDAssociate Professor and Program coordinatorWest Virginia University of Applied Social SciencesDivision of Social WorkCharleston Division
Student Level Objectives
Utilizing a simulated patient scenario, students will be able assess anolder adult with cognitive dysfunction.
Students will demonstrate competency within a team of health careprofessionals from other disciplines and develop a plan of care.
Students will review the plan of care with patients using effectivecommunication strategies (health literacy).
Students will assess caregiver burden by evaluating physical,emotional and behavioral signs.
Faculty/Preceptor Objectives
Gain experience in developing a toolkit for planning and implementingInter-professional Geriatrics Learning Experience for medical, nursing,pharmacy, and social work students.
Learn how to utilize the simulation learning environment inteaching models
Learn effective evaluation and feedback strategies for a learningactivity.
Plan learning activity to encompass geriatric inter- professionalcompetencies.
Case Study/ Scenario
Health Problem Issues
Past Medical History
Allergies
Illnesses
Surgeries
Family History
Medical List
Social/Functional History
Physical Exam
Diagnostic Tests
Future Plans
Present a research proposal to Institutional Review Board to studythe effects of this inter-professional simulation learning activity indeveloping skills related to communicating with older adults andfunctioning as a member of an inter-professional team.
Develop a simulation video to disperse to academic institutions.
Inter-professional CompetencyGuide for Geriatrics
Professionalism - Demonstrate professionalism through acommitment to excellence, adherence to ethical standards, andplacing others’ interests above one’s own
Cultural Competence - Demonstrate cultural competence whenproviding patient care.
Fund of Knowledge - Incorporates knowledge of geriatrics into plansof care that are individualized and acknowledge the important roleof caregivers.
Policy - Apply knowledge of age-related social policy to improvehealth.
Community - Evaluate and address unmet health-related needs inthe community.
Team - Function effectively on an inter-professional team.
Education - Provide effective health-related education
End-of Life - Provide care for incapacitated older adults and thosenearing the end-of-life
Best Practices - Demonstrate a structured approach to continualimprovement.
SIMS Checklist Template
Pre-work
Reading Assignment, Pre-test (health literacy and inter-professionalteam work), Mini-lecture
Plan of Care, Diagnostic Tests, Treatment and Interventions,Pharmacological Treatment, Follow-up
Presentation of Findings, Active Listening, Formulating Inter-professional Plan of Care
Communicates Inter-professional Diagnosis, Diagnostic Tests,Pharmacologic Interventions, Follow-up Plan of Care
Post-test (health literacy and inter-professional team work), Self-Evaluation of SIMS Learning Experience (Patient/CaregiverInterview, Patient/Caregiver Interview After-Work, Team Meeting,Patient/Caregiver Debriefing), Reflections on Inter-professionalSimulated Experience
Patient/Caregiver Interview (Domains-Medical, Pharmacologic,Social/Functional Caregiving)
Patient/Caregiver Interview After-work
Team Meeting
Patient/Caregiver De-briefing
Evaluation
Faculty Feedback to Learner on Performance
Introduction
Comprehensive Assessment
Objective and Subjective Data
INTERPERSONAL SKILLS CHECKLIST
SP: Session:
ObjectiveStart with participant’s impression of session
Specific Actions
Introduces self and greets by name
Used open ended questions
Used clear explanations with understandable vocabulary
Demonstrated active listening (restatement, reflection, pause forresponse)
Appropriate use of inflection to show interest
Demonstrated respect for privacy and confidentiality throughvoice volume
Eye contact (comfortable: attentive, but with breaks)
Appropriate body positioning (open/receptive, appropriatedistance)
Was physical contact appropriate (if occurred)
Appropriate use of gestures (facial expressions, head nods, etc.)
Used a clear voice that was easily understood
Appropriate tone of voice that was easily understood
Comments
Feed
back
Tech
niq
ues
Alw
ays
Skill
Verbal
Paraverbal
Nonve
rbal
Oft
en
Occasio
nally
Never
“How do you feel the encounter went?”
Begin with a positive statement “Your questions/expectations were very clear & understandable”
Deliver feedback from a simulated patient’s perspective“If I were having trouble breathing, I would have preferred shorterquestions”.
Ask the participant to rephrase the feedback provided toensure clear communication
“What have you understood from the feedback I have provided?”
Example
Date: Participant Name:
