Integrating Simulation Training in a Nursing Theory Course
Marycarol Rossignol DNSc, RNAssociate ProfessorCollege of Nursing
What is SimMan®?
human simulator computer controlled manikin that displays
physiologic data, such as heart rate, blood pressure, respiratory rate, prerecorded sounds
supports clinical decision making activities preset scenarios available or ability to
generate scenarios
SimMan
Functionality Realistic
From Simple to Complex Situations
Pre-project Context
Laerdal gave an orientation Equipment available but no
internal support Digital immigrant teachers with
low comfort level
Educational guidelines didn’t exist Laboratory policies didn’t exist Need a Simulation Operator
Preproject Summary
sporadic use lack of coordination lack of confidence
In-Class Attempt
Failed!
too many students scenario too complex students became upset inadequate supervision decorum was inappropriate students lacked basic preparation for
simulation training
Fig Proposal
pilot scenarios in a nursing theory class (face-to-face class)
work with TLTC to iron out logistics develop a student orientation program to
simulation training in general prepare and implement clear expectations,
policies, assignment guidelines
Key Considerations
Class syllabus included Sim assignment information and course points were allocated
Orientation video Sim Teams What to do with the rest of the
class?
Project Details
Team read case study prior to simulation to prepare (ie., meds, past medical history)
Option to visit lab before class to review equipment, skills with Sim operator
Team roles- leader, documenter, or team member
20 minute simulation videotaped 10 minute debriefing session Resumed class Posted streaming video
Watched the video Completed the
reflection assignment
Assignment
Completed the patient’s progress note Posted reflection assignment and progress note in
Blackboard
All students (participants and viewers)
Challenges
First time students performed a scenario Video aspect made them nervous Pressure was real A very quiet class Unsure about when/if Instructor should to
influence the scenario Keeping remaining class members busy
on an assignment without Instructor present
Challenges
redundant comments in discussion board
guidelines for posts were vague most talkative student posted first late posts and student who didn’t
know how to use Blackboard sound on video
Simulation embeds learning in a meaningful clinical
context
Benefits
high fidelity classroom performance versus
clinical performance nursing-in-action shared experience evaluated personal performance practiced leadership and
delegation stronger performers collaborated
with weaker performers honed reporting and
documentation skills
What students said …
“I learned that my strengths were communicating with my team effectively and completing multiple tasks in a short period of time. For weakness, I realize I need to be more confident with doing assessments and not to be afraid to contribute opinions or strategies regarding patient treatment.”
What students said …
“I need to be more assertive on what I am doing, i am doing ok with meds preparation and calculation .”
“That I need to better prepare for next time.” “I doubt myself a lot.” “I think that my strengths are in assessment and
performing procedures. My weakness may be in prioritizing some of the procedures that needs to be done.”
What students said …
“Being the team leader, I have to say one of my strengths was being able to be an appropriate leader and delegate the work to my team members as well as participating in the care myself. I noticed, however, that I was doing most of the talking during the video, and I could have let one of my team members talk as well.
Thank you TLTC
especially Heidi Trotta, Michael Soupios, and Karla
Braithwaite
Top Related