Patricia A Sharpnack DNP RN CNE NEAPatricia A ... A Sharpnack DNP RN CNE NEAPatricia A. Sharpnack...

Patricia A Sharpnack DNP RN CNE NEA-BCPatricia A. Sharpnack DNP,RN,CNE,NEA BCLaura Goliat MSN,RN,FNP-BC

Kathleen Rogers MSN,RN

The Institute of Medicine (2003) report recognized need t t f h lth id d tito transform healthcare provider education Quality and Safety Education for Nurses (QSEN) competency domains and associated knowledge, skills and attitudes (KSA’s) underscore the need for studentsand attitudes (KSAs) underscore the need for students to develop robust patient management skills. Patient management skills are difficult proficiencies to acquire and may not be given ample consideration inacquire and may not be given ample consideration in nursing education (Hendry & Walker, 2004). Hybrid simulation combines standardized patients and Human Patient Simulators (HPS) and is more

t ti f li i l tirepresentative of clinical practiceUse of standardized patients provides valuable feedback for communication and interpersonal skills.

To examine the results of using hybrid simulation on achievement scores of asimulation on achievement scores of a

standardized computer - based assessment in a leadership course in a

baccalaureate nursing programg p g

Two group post-test only randomized experimental designrandomized experimental designIntegration of selected IOM/QSEN

t d i i t f ldicompetency domains into unfolding patient scenarios p

57 senior level students in a leadership class fof a baccalaureate nursing program

Randomly assigned to 2 groups:Randomly assigned to 2 groups:

Group A: Students who completed the t d di d t t fi t th ti i t d i thstandardized test first then participated in the

hybrid simulation scenario

Group B: Students who participated in the hybrid simulation scenario first then completed the standardized testcompleted the standardized test

Classroom should be connected to what actually happens in patient care rather h i h b

P ti

than in the abstractStudents must make connections between acquiring and using Practice

Clinical

q g gknowledgeIntegrate classroom with clinical practiceBenner 2010 Clinical

Laboratory

Benner, 2010

Classroom

Improvisational actors recruited from diverse backgroundsdiverse backgrounds Safety errors embeddedPaper and electronic charts usedMoulage: “Making it real”g gPrep-scripted and improvisational

ReportReportCommunicationDelegation Conflict managementConflict managementTelephone orders / “read backs”SSBARPrioritizationo t at o

Faculty volunteersyStandardized patientsState Tested Nursing Assistants (STNA)g ( )Physicians

Students assigned roles:◦ Charge Nurse, Team Leader◦ Supervisor ◦ Observer/Recorder

NLN Simulation tools Student evaluations Student evaluations Actor evaluations Standardized assessments Standardized assessments

Debriefing Standardized patients and

improvisational members of the health care team

Observer / recorder Faculty Students

Findings support further explorationFindings support further exploration of the use of simulation to improve

l f l d happlication of leadership conceptsSubscales measurements show improvement in recognition and prevention of errors on aprevention of errors on a standardized assessment