e395 Presentation Abstracts from 2012 INACSL Conference

No Cost, Low Cost Training and Communication Solutions for Lab a junior level course and a senior level course, to create an intra-professional

simulation exercise related to assessment and leadership. What made this an

PODIUM PRESENTATIONS-LAB COORDINATION (ABSTRACTS)

Administrators

Level of Presentation: Novice to Expert

Susan Beverung, RN, MSN ASN, Coordinator, Santa Fe College,

Gainesville, FL, (352)395-5747, Susan.beverung@sfcollege.edu

Learning Objectives: The learnerwill be able to describewaysweb 2.0 toolscan be used as organizational and communication tools in their lab.

The learner will recognize the value of developing standardized methods

of training and communicating with faculty and students.

Background/purpose: The purpose of this presentation is to introduce lab

administrators to a variety of web 2.0 tools that can assist them with the

organizational and planning aspects of their job. One of the primary

responsibilities of the lab coordinator is to assure that faculty teaching the

lab are prepared for the lab and understand the lab expectations. It can be

challenging finding time that works well with all faculty to review the lab.

Free tools like Jing can allow the coordinator to develop brief pre-

sentations to be video captured and shared with faculty for viewing on

their own schedule. These can be archived for use in future years. Another

valuable tool is the wiki. This tool allows the lab coordinator to develop

a topic specific site to upload information related to a specific topic for

instance a training site for adjunct faculty. These tools are free and

available outside a learning management system which allows faculty

access throughout the year.

Digital bookmarking sites like Delicious allow the lab coordinator to

provide internet references quickly and easily for faculty and student use.

In this age of decreased funding and time we need to find innovative,

flexible, cost savings tools that help us to use our time in a more effective

manner. These tools can be used by all and those with advance skills can

adapt these in a variety of different ways.

Method/aims or expected outcomes: The method used for this pre-

sentation will be a brief lecture followed by an interactional demonstration

demonstrating the ease of access and ease of use. All those who attend will

have actually participated in the development of a screen capture pre-

sentation, development of a wiki and Delicious account.

Findings or Evaluation Data: The user will come out of this session with

the basic tools needed to create screen a screen capture presentation, aWIKI

and a digital book mark.

Conclusion/Implications: The tools presented in this presentation will

facilitate a high quality standardized educational process for faculty coming

in to the lab to perform these skills. Theywill provide increased flexibility for

the lab staff and the faculty. The overall goal is to improve the quality of the

simulation and lab experience.

Relevance to conference themes: This topic fits into the conference theme

as a best idea in the area of time management and cost savings.

It’s All About Planning: Implementing Simulation with Large NursingClasses

Level of Presentation: Advanced

Martha Conrad, RN, MSN, Linda Shanks, PhD, DNP, RN, Kimberly

Kerr, MSN, RN-C, Rita Young, MSN, RN, CNS, Jean Luckmeier, BSN,

MSTE, CPAN, RNC-OB, and Loretta Reale, LPN, University of Akron,

College of Nursing, Mary Gladwin Hall, Akron, OH 44325-3701, 330-

972-5152, mconrad@uakron.edu

Objectives: Describe the organizational activity essential when designing

and implementing simulations for large classes of students.

Everyone recognizes that simulation takes planning. What happens when

the number of students doubles? Simulation labs need to be prepared to

design methods to accommodate growing enrollments and new innovative

pp e385-

approaches to simulation in the curriculum. This presentation will focus on

the planning andmethods used to design a simulation involving two courses,

extra-ordinary planning activity is that the space that accommodates 64

students nowneeded to support learning for an additional 30 students. A total

of 90 students over a 4 hour period were engaged in simulation exercises.

Junior students focused on assessment skills of an older adult and senior

students focused on leadership. The common objective was communication

both giving and receiving information using ISBAR (I¼Identify Self,

S¼Situation, B¼Background, R¼Recommendations, R¼Read Back Or-

ders) format. In planning, the first focus was on developing clear objectives

for the learners that bridged both the course and the curriculum. Once

objectives were agreed upon, the Director of the Learning Resources Center

(LRC) developed a time and space flow chart to assure 90 students could

experience a 15 minute simulation followed by debriefing at the bedside and

debriefing with the entire group. This flow chart was essential to clarifying

what was possible given the limits of time and space. With confidence in the

support for student participation, faculty developed and refined a scenario

using a simulation design template with support from the LRC Coordinator.

Next the simulation was converted from paper to simulator with the support

of the LRC Computer Support Specialist. Together, faculty and LRC staff

planned and organized the event, clarifying expectations of one another to

assure success. On the day of the simulation, LRC staff assured support was

available to guide the flow of students and support implementation of the

simulation from props to function of the simulation. Faculty focused on

implementation of the simulation including debriefing. The event was

evaluated very positively by students, faculty and staff. No event is without

challenges from simulator malfunction to students arriving late for the

session. Despite these challenges, the event was successfully delivered and

repeated eight weeks later for another group of 90 students. This session will

focus on themethods, tools, successes and challengeswhen planning nursing

simulations for large groups of students, multiple courses with limited time

and space.

Simulation Templates: Tool for Budgeting

Level of Presentation: Novice

Cheryl Feken, RN, MS, Assistant Professor of Nursing, Clinical

Simulation Lab Coordinator, Tulsa Community College, 10300 E 81st

Street, Tulsa OK 74133, 918-595-8696, cfeken@tulsacc.edu

Objectives

1. Discuss how a scenario template can be used to identify budget needs

for simulation.

2. Discuss how a budget could secure funds for the simulation

environment.

Background: As the benefits of simulation have grown in the academic

environment, the need for a template that meets the needs of those working

with simulation has resulted in various templates. Components in most

templates include learning objectives, roles, and sequence of events in the

scenario, sometimes debriefing questions and what materials will be needed

for the fidelity of the scenario.

Method/aims or expected outcomes: Our template went through

various revisions as we developed what best met the needs of those

working with simulation. One of the components of the template is the

itemized list of all material and props needed to create a realistic

environment.

Findings: Utilizing the itemized sheet from the template, we were able to

find the cost of each simulation and skills lab. In the process of itemizing

and recording the costs of all consumable items used per simulation, it

became evident that an additional budget line was needed. While several

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Presentation Abstracts from 2012 INACSL Conference e396

items or props used as part of fidelity could be utilized several times, some

items required replacement after a couple of semesters, such as: chest tube

drainage sets and suction canisters. Do to the usual wear and tear on the

mannequins, the need to anticipate repairs or replacements of certain

items, such as veins in the mannequin, also became paramount and thus

another budget line item.

Conclusion: The template itemized sheet allowed the development of

a budget showing how much each simulation and skill cost thus creating

a total for the semester. The ability to identify other cost items allows for

plannedmaintenance and reserves for when equipment needs to be replaced.

This information will be provided to administration to pursue a Simulation

Lab Fee.

Relevance: Many schools are experiencing cuts in their budgets, which

effect numerous departments and programs in the school. Having a budget

that demonstrates needs provides those in administration a powerful tool

when negotiating budgets for simulation labs and possibly support the need

for a Simulation Lab Fee.

Simulation Based Learning Environment (SimBLE) Architecture: TheFidelity Continuum

Presentation Level: Novice

Damian A. Henri, RA, LEED AP, Bostwick Design Partnership, 2729

Prospect Avenue Cleveland, OH 44115, (216) 621-7900,

henrid@bostwickdesign.com

The learning objectives for this presentation are as follows:

1. Understand the concepts of fidelity and flexibility, how they are re-

lated, and how they influence the decision-making process during

space planning and design.

2. Observe how the application of high and low levels of fidelity shapes

the use and overall educational experience of a Simulation Based

Learning Environment.

This presentation will focus on the basics of the architectural design of

simulation centers with a special emphasis on different levels of fidelity

within the learning environment.

The architecture of facilities that accommodate simulation based learning

incorporates a unique blend of understanding and experience in both

education and health care design. In the education setting, the architecture

of these spaces is, for themost part, intended to be a backdrop for the learning

experience. A few high-profile simulation centers stand out as exemplars

among fellow institutions, but such facilities are exceptions among peers

whose approaches to the simulation environment run a far broader range of

sizes and features.

To illustrate one of the factors that influences this variety, the presenterwill

discuss how the concept of fidelity shapes the architectural design of

Simulation Based Learning Environments, and how the fidelity of a space is

related to the flexibility of its use. These concepts will be introduced first

using diagrams and graphics, and then further illustrated through active

manipulation of a 3D computer generated model of a generic simulation

center. This portion of the presentation will focus on the constituent parts of

typical centers and how fidelity and flexibility are incorporated in the design,

both on room by room basis, and in the overall planning of the simulation

center.

The presentation will also categorize the strengths and shortcomings in

different examples of low, middle, and high fidelity spaces, focusing more

deeply on how the successful integration of simulators, medical equipment,

and teaching support tools affect fidelity and flexibility.

As an architectural project type, simulation centers are still relatively

new, and the establishment of standards and best practices is still in

process. This presentation and discussion hopes to provide some insight

and education as to where we are now and where we could go in the

future.

pp e385-

How The Sim Lab Was Won!

Level of Presentation: Novice

Kathy Hetzler, APRN-BC, MSN, OCN, FCN, Assistant Professor,

University of Indianapolis, 1400 E. Hanna Ave., Indianapolis, IN

46227, 317-788-3203, hetzlerk@uindy.edu

Becca Cartledge, RN, MSN, FCN, Instructor & Clinical Learning

Centers Coordinator e University of Indianapolis

Discuss components of sim lab set up.

Demonstrate the realistic development of sim lab that meets the

participant’s educational goals.

Background/Purpose: Just as the Texan volunteer soldiers, Jim Bowie,

William Travis, and Davy Crockett fought for independence fromMexico at

the Alamo, the presenters along with the Simulation Interest Group (SIG)

battled for the Clinical Simulation Learning Center (CSLC). The battle was

thought to have been lost; however, triumphant independence was in

evidently achieved. Throughout history many have attempted to build

simulation centers. Some have beenvictorious, yet some have been defeated.

The purpose of this presentation is to discuss the personal battles and

victories of establishing a successful CSLC.

Methods: Strategic discussionswith simulated story tellingwill be used. The

discussionwill include challenges faced on the battlefield such as conflicting

co-workers, difficult administration, and financial opposition to the CSLC.

Conquering victories of the development, groundbreaking, and utilization of

the CSLC will be captured within the presentation by the soldiers of our

Clinical Simulation Learning Center. Effective strategies from those who

lived in the battle experience will be reviewed including: identification of

friend or foe, gathering an arsenal of resources, plotting fortified space, and

assessing for future improvements. Evaluation of the CSLC is an ever

changing strategic plan which is affected by faculty and student assessment,

curriculum, and facility design flexibility. Methods and results of the

evaluations will be shared with all members of the calvary.

Conclusion: Friends and/or foes will leave the presentation with a founda-

tional plan of attack for assembling a CSLC. ‘‘Remember.’’ we can learn

from history. Just as Colonel Travis drew a line on the ground asking,

‘‘Whoever is willing to fight step over this line,’’ we ask you–‘‘Are YOU

ready to step over the line?’’

Community and Alumni Volunteers Enhancing Simulation Fidelity andQuality across Curriculum: Lab Coordination and ManagementPerspective

Level of Presentation: Novice

Kay Hodson Carlton, EdD, ANEF, FAAN, Co-presenter: Susette

Bokelman, BS, Institution: Ball State University, School of Nursing,

Muncie, IN, 765-285-5583, khodson@bsu.edu

Objectives

1. Share strategies for the development, organization, and day-to-day

operations of volunteer client program enhancing simulations across

the curriculum.

2. Provide evaluation feedback from students, faculty, volunteers, and

staff about volunteer client simulation program.

Since the success of a 2008 pilot program that paired Retired Senior

Volunteer Program (RSVP) volunteers with Ball State University nursing

students for a health history interview, RSVP, alumni, and other community

partners have moved forward and expanded this volunteer client program to

enhance simulation fidelity and quality across the curriculum. The

volunteer program expanded in 2009-2010 to the senior level leadership/

management course for a Charge Nurse Management Simulation where

volunteers role play as surgery patients in an out-patient surgery unit.

During 2011, volunteers were added to the fundamental skills with patient

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