Upload
haleigh-woollard
View
217
Download
0
Tags:
Embed Size (px)
Citation preview
Expanding a Simulation Program
The Experience at Quinnipiac UniversityMary Ann Cordeau PhD, RN
From participating in this presentation the participant should be able to:
Discuss the process of starting a clinical simulation program
Discuss the process of setting up a simulation laboratory
Discuss the process of expanding a clinical simulation program
Discuss the process of starting an interdisciplinary clinical simulation program
Presentation Outcomes
What we learned at Quinnipiac University
Moving from a Simulation Room
To a simulation suite
Getting started: Mount Carmel Campus (2006)
Some assembly necessary!!!
One Mannequin One patient room with a
control room One instructor One scenario Eighty students!!!!! Number for HELP desk Number for Laerdal
Interested faculty member Supportive Leadership Curriculum plan for incorporating clinical simulation Space Funding Mannequin Faculty Expert(s) (Novice to Expert) Fidelity Environment Accessories Faculty Buy-in Faculty Education Technological Support Maintenance of Lab equipment Management of student experiences Selling the Program Interprofessional use Director of Clinical Simulation
Expanding Clinical Simulation
Department – Chairperson who supports clinical simulation as a teaching learning strategy ◦ 2005 Janice Thompson decided to purchase a SimMan
for the Department and build a simulation lab. ◦ 2008 Plans for move to North Haven and Simulation
Suite with 5 simulation rooms School – Dean who supports clinical simulation University – Understanding of the potential of
clinical simulation as a teaching/learning strategy
Supportive Leadership
Finding a framework to guide the process◦ Orientation ◦ No practice sessions
Simulation outcomes◦ Began in spring semester in our first medical/surgical
course with the care of a postoperative client◦ Wrote a scenario which included scenario outcomes
Created grading rubric Scenario was related to NU 303 as an add on assignment,
Pass/Fail After the second year, I presented a potential plan for
incorporating clinical simulation into all courses Research on the Experience of Clinical Simulation
Introduction of Clinical Simulation
Look to the literature for information on best practices for clinical simulation
Examine program/course outcomes to determine how clinical simulation will be used to meet outcomes
The use of clinical simulation needs to be examined for each course◦ Number and type of experiences◦ Use of clinical simulation in the class room
Teaching content, Practice, Nursing experience, Team work, Evaluation Attach % points, Pass/Fail, Letter, number grade
Plan for incorporating clinical simulation into curriculum
Plan for incorporating clinical simulation into curriculum
Don’t jump into the water unless you know what is there!!
Start with a written scenario: Laerdal, International Nursing Association for Clinical Simulation and Learning (INACSL), Colleague
Start with one course Conduct a Pilot study
◦ Uncover what needs to be changed
Current Use: Fundamentals Course – Fall Junior Year
◦ Therapeutic communication, Client Safety Medical/surgical Course – Spring Junior Year
◦ Post-operative assessment, Medication Administration Maternity Course – Spring Junior Year
◦ Assessment Medical/surgical Course – Fall Senior year
◦ Mock Codes, Chest Tubes Leadership Course – Spring Senior Year
◦ Working as a team, Being the nurse SNUAC – Post operative assessment of a client with a
C-section, Teaching, New born Assessment
Plan for incorporating clinical simulation into curriculum
Future Use New Curriculum
◦ Integrated Lab - more course objectives could be met using clinical simulation
◦ Streaming from sim lab to classroom for most courses
◦ Integration of Electronic Health Record
Plan for incorporating clinical simulation into curriculum
Space
Move to North Haven
What space is available for setting up a clinical simulation lab?
Renovate existing space Create a space for a
clinical simulation suite◦ Faculty need to work
closely with technology to describe technological needs for running a clinical simulation
Space One control room for
each simulation room◦ Use of desk microphones◦ Debriefing immediately
after simulation If using desk
microphones do not have rooms set up with patient rooms back to back, sound from one room interfere with sound from other room
Deciding on Mannequin(s) Budget Program/course
objectives
Fidelity and environment
What is essential for learning?
Fidelity depends on learning outcomes
A realistic environment as possible is necessary for simulating a patient care scenario and the promotion of clinical reasoning
Cost and Waste
Funding
100,000.00 WOW!!!!!
Grants, School budget, University budget
Cost of mannequin (40-60K) Cost of room construction Cost of AV equipment (20K) Cost of related equipment (bed,
etc) Cost of maintenance Cost of training Cost of staff
Faculty Expert(s)
Super Clinical Simulation Educator
At least one faculty must develop expertise ◦ Nursing knowledge◦ Teaching knowledge◦ Simulation knowledge◦ Technology knowledge
Literature SUN conferences Laerdal Training Other institutions Practice, Practice, Practice!!!
Faculty buy-in You cannot do it alone!! Faculty education -
Expert should educate faculty on potential of clinical simulation◦ Literature◦ Demonstration◦ Student testimony ◦ Outcome measurement ◦ Institutional Research
Faculty Education
Gonna fly now
Laerdal SUN Conferences Mentoring Discussion
◦ Technology ◦ Scenarios
Role play Demonstration Return demonstration Technology Support
Management of student experiences
Began with 80 juniors 140 juniors
◦ 45 minute session fall◦ 45 minutes session spring◦ Maternity experience spring
50 SNUAC students ◦ 1 hour session
140 seniors ◦ Mock codes in fall ◦ Capstone simulation
Where is clinical simulation placed in the curriculum◦ Lab, Course, Clinical
Is it used in place of clinical time? How is credit for preparation and successful meeting
of objectives given? How is faculty time managed, credits? How does clinical simulation affect faculty work load? Will full-time and/or adjunct faculty be used for
teaching Will simulation technicians be used to run
programmed scenarios?
Management of students
Clinical Simulation Policy (should be included in syllabus or handbook ◦ Stick to policy unless unusual circumstances
Orientation process (video, hands on) Number of practice sessions
◦ Limited, unlimited Evaluation - Number of times student will be allowed repeat
experience ◦ How will this affect grade/passing of course or course component
Remediation ◦ Opportunities for practice, mandatory/voluntary
Single or group/team experiences ◦ Objectives, faculty resources, technology
Length of experience ◦ Objectives, type of scenario
Number of instructors needed to meet program needs Scheduling
◦ Wiki
Management of student experiences
Selling the Program University Administration Students are asking about
clinical simulation during open house
Parents impressed with simulation as teaching/learning strategy
Health care facilities recognize significance of clinical simulation experiences
Getting the word out to other departments in the University
Interdisciplinary Use Began with nursing Individuals in other
departments (OT, PT) contacted Nursing
Physician Assistant students Who will set up faculty
training sessions and be responsible for training
Once faculty are oriented, nursing signs off
Interdisciplinary Use
Roles develop over time To meet needs
Concerns – Scheduling Determining departmental
needs from all departments Extra workload on current
Laboratory Coordinator Need for Development of a
Laboratory Manager who is responsible for training, student orientation, troubleshooting, budgeting, scheduling and simulation set up for all departments
Approved for 5 extra rooms
Dr. Barrere
Faculty Experience
If I can do it, you can do it…
prospect.rsc.org
Brings Classroom, Skills Lab, & Clinical Together
calstate.fullerton.edu
augusta.va.gov
7starspress.com
A Flare for the Dramatic…
The Most Challenging Part…