Procedural Sedation Simulation
Preview:
Citation preview
- 1. S Procedural Sedation Simulation Stephanie Ricketts NURS 693
Summer 2015
- 2. OBJECTIVES S Recap of last semester S Constructivism
philosophical theory of learning S Standards of simulation S
Simulation pilot
- 3. Knowledge without experience is just information-Mark
Twain
- 4. EVENT BASED APPROACH TO LEARNING Simulation is a technique,
not a technology, to replace or amplify real experiences with
guided experiences, often immersive in nature, that evoke or
replicate substantial aspects of the real world in a fully
interactive fashion.
- 5. RECAP S Subjective Director of Perioperative Services, OR
Manager and Sedation Educator all endorse the need for further
procedural sedation training S Objective Kaisers Procedural
Training takes place on anesthesia patients NOT procedural sedation
patients No national guidelines for training of personnel S
Assessment Hands on competency is not measurable and not enforced S
Plan Create a clinical simulation tailored to procedural sedation
for realistic & consistent training
- 6. PROJECT TIMELINE Identified problem: inconsistent &
unrealistic training Participated in training Identified project:
clinical simulation Created evidenced based scenarios for
simulation Consulted Simulation technician Studied simulation
software and EBP of scenarios Observed specific procedural sedation
scenario in real life: Kyphoplasty Inputted kyphoplasty scenario
into software with successful trial run
- 7. Constructivism Philosophical Theory of Learning S
Individuals construct knowledge for themselves through their
interaction with their environment. S Learning is contextual and
occurs when situated in a realistic setting. Simulation is based on
constructivist theorie
- 8. Standards of Best Practice S Standard I: Terminology S
Standard II: Professional Integrity of Participants S Standard III:
Participant Objectives S Standard IV: Facilitation S Standard V:
Facilitator S Standard VI: The Debriefing Process S Standard VII:
Participant Assessment and Evaluation -The International Nursing
Association for Clinical Simulation and Learning (INACSL),
2013
- 9. Standard Specific Focuses Consistent terminology
Pre-briefing Confidentiality to preserve integrity of scenarios
Incorporate EBP Achievable in time frame Who will facilitate?
Correspond to RN knowledge level & experience Who can
facilitate? Promoting learner-centered reflective conversation
Summative evaluations
- 10. KAISER PROCEDURAL SEDATION SIMULATION
- 11. CNS COMPETENCIES Competency Sphere of Influence Nurse
Characteristics Detailed Actions performed Consultation Nurse &
System Facilitation of Learning, collaboration & clinical
judgment Initiated consultation with CRNAs, clinical educators
& RNs while collecting resources Systems Leadership Nurse &
System Collaboration & systems thinking Created clinical
simulation objectives & scenarios Collaboration Nurse &
System Clinical Inquiry & Collaboration Collaborated with
CRNAs, physicians, RNs and simulation technicians to ensure all
needs are addressed in training. Coaching Nurse Facilitator of
learning & clinical inquiry Promoted professional development
through presentation & application of EB care Research Nurse
& System Clinical Inquiry, systems thinking Analyzed research
findings, national standards & clinical facts for integration
to SIM
- 12. My Clinical Journey
- 13. All Competencies Complete!
- 14. TEAMWORK!
- 15. REFERENCES American Association of Nurse Anesthetists.
Qualified Providers of Conscious Sedation Position Statement 2.2.
Park Ridge, IL: American Association of Nurse Anesthetists; 1996.
American Association of Nurse Anesthetists. Qualified Providers of
Conscious Sedation Position Statement 2.2. Park Ridge, IL: American
Association of Nurse Anesthetists; 1996. Bailey, M. (2002).
Constuctivist Foundations of Teaching For Learning. Retrieved July
10, 2015, from
http://education.ed.pacificu.edu/aacu/workshop/constructivism.html
Caperelli-White, L., & Urman, R. D. (2014). Developing a
Moderate Sedation Policy: Essential Elements and Evidence-Based
Considerations. AORN Journal, 99(3), 416-430.
doi:10.1016/j.aorn.2013.09.015 Conway, A., Rolley, J., Page, K.,
& Fulbrook, P. (2014). Clinical practice guidelines for
nurse-administered procedural sedation and analgesia in the cardiac
catheterization laboratory: a modified Delphi study. Journal Of
Advanced Nursing, 70(5), 1040-1053. doi:10.1111/jan.12337 Conway,
A., Rolley, J., Page, K., & Fulbrook, P. (2014). Issues and
challenges associated with nurse-administered procedural sedation
and analgesia in the cardiac catheterisation laboratory: a
qualitative study. Journal Of Clinical Nursing, 23(3/4), 374-384.
doi:10.1111/jocn.12147 Ketcham, E., Ketcham, C., & Bushnell, F.
L. (2013). Patient safety and nurses' role in procedural sedation.
Emergency Nurse,21(6), 20-24. doi:10.7748/en2013.10.21.6.20.e1218
Murphy, J. M. (2013). Credentialing Process for Nurse Providers of
Moderate Sedation. Journal Of Radiology Nursing, 32(1), 10-18.
doi:10.1016/j.jradnu.2012.06.002 Ogg, M. (2008). Clinical issues.
Recommended practices for moderate sedation/analgesia. AORN
Journal, 88(2), 275-277. Registered Nurses Engaged in the
Administration of Sedation and Analgesia. (2005, November 1).
Retrieved May 7, 2015, from
http://www.aana.com/resources2/professionalpractice/Documents/PPM
Consid 4.2 RNs Engaged in Sedation Analgesia.pdf Spruce, L. (2015).
Back to Basics: Procedural Sedation. AORN Journal, 101(3), 345-353.
doi:10.1016/j.aorn.2014.09.011 Wunder L, Glymph D, Newman J,
Gonzalez V, Gonzalez J, Groom J. Objective Structured Clinical
Examination as an Educational Initiative for Summative Simulation
Competency Evaluation of First-Year Student Registered Nurse
Anesthetists Clinical Skills. AANA Journal [serial online].
December 2014;82(6):419-425. Available from: CINAHL with Full Text,
Ipswich, MA. Accessed April 5, 2015.