Salon 1 14 kasim 11.00 12.00 sandra goldsworthy
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Sandra Goldsworthy RN PhD CNCC CMSN Ontario, Canada Simulation in Critical Care
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Transcript of Salon 1 14 kasim 11.00 12.00 sandra goldsworthy
Sandra Goldsworthy RN PhD CNCC CMSN
Ontario, Canada
Simulation in Critical Care
Canada
Objectives
What is simulation?
Is it effective?
Current research and new
developments
What’s next?
What is high fidelity simulation?
An educational strategy that has been
gaining traction within nursing over the
last five to ten years (Goldsworthy & Graham,
2013).
mimics the practice setting
encourages transfer of learning (theory
to practice)
allows students to practice in a safe
setting where the repetition of skills can
occur along with reflective debriefing
Is Simulation Effective?
Simulation:
Increases competence (Cant & Cooper,
2010)
Significantly increases critical care self-
efficacy(Goldsworthy, 2014)
Decreased medication errors in nurses
receiving a simulation intervention (Forde et al., 2010; Sears, Goldsworthy & Goodman,
2010).
Tıps for Gettıng Started
Things to consider…Preparing
Students Level of the student
Learning Objectives
Pre-tests
Discussion
Pre-reading
Virtual Simulations
Simulation best practices (INACSL, 2013)
Things to consider…Instructor
Preparation
Resources (human/equipment)
Skill sets of instructors/mentoring
How simulation fits into larger curriculum
Equipment list + props
Size of class/numbers in actual simulation
Type of simulation? High fidelity/Virtual/Standardized
Patients
During Simulation
(aka unfoldıng the scenarıo)
Creating Realism in Simulation
How do you do it? ‘suspending disbelief’
Psychological fidelity
How ‘real’ does it need to be?
Tips
Stick to the objectives
Timing/Phases
Consider roles carefully
Standardized patients and scripts…
Running ‘on the fly’ vs. pre-programming
‘Pauses’
Repetition (to build self-efficacy and competency)
After Simulation
Debriefing
How?
When?
Where?
Why?
What’s Next in Simulation?
Virtual Simulations
Components of the Virtual Simulation
Other Considerations…
Summative or formative? ‘To test or not to Test’
Smartphones
Partnerships
Competency Checklists
Action Evidence Met Unmet
When patient is
experiencing angina:
1. Performs focused
cardio-respiratory
assessment
Correct actions chosen
during virtual simulation
2. Elevates head of
bed
Correct actions chosen
during virtual simulation
3. Administers oxygen
2 to 5 L by nasal
cannula
Correct actions chosen
during virtual simulation
4. Obtains vital signs Correct actions chosen
during virtual simulation
5. Administers
nitroglycerin
sublingual every 5
minutes to a maximum
of 3 doses while patient
has angina
Correct actions chosen
during virtual simulation
6. Re-evaluates
patient’s
discomfort/pain,
symptoms and vital
signs prior to each
Correct actions chosen
during virtual simulation
Questions?
ResourcesGoldsworthy,S. Graham,L.(2013).SImulatıon Sımplıed: A guıde forcrıtıcal care educators, Lıppıncott, Phıladelphıa.
Goldsworthy, S., Graham, L.(2013) Sımulatıon Sımplıfıed: A labmanual for students, Lıppıncott, Phıladelphıa.
Goldsworthy, S. (2012). High fidelity simulation in critical care: A Canadian perspective, Collegian Journal, 19(3), 139-143.
Sears, K., Goldsworthy,S., Goodman,W. (2010) The Relationship Between Simulation and Medication Safety. Journal of Nursing Education, 49 (1).
Rose, L., Goldsworthy, S., O’Brien-Pallas, L., Nelson, S. (2008) Critical care nursing education and practice: Differences in the Canadian and Australian context. International Journal of Nursing Studies, Volume 45, Issue 7, Pages 1103-1109.
