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Winds of Change: Transforming and Inspiring Caring Practice Through Simulated Learning Experiences
Winds of Change: Transforming and Inspiring Caring Practice Through Simulated Learning Experiences
Mary Royse MSN, RN, CMSRNCarman Turkelson, MSN, RN, CCRN
Mary Royse MSN, RN, CMSRNCarman Turkelson, MSN, RN, CCRN
Objectives
Review historical background and traditional learning strategies for practicing nurses in an acute care setting.
Describe the integration of simulated learning experiences in an acute care setting to foster life long learning and professional development for nursing staff.
Beaumont Hospital, Royal Oak
Surgical Learning Center
Our Catalyst Verification of clinical competency difficult
and outdated.
Relevance and connection of key concepts.
– Failure to Rescue
Increased emphasis on patient safety in the clinical setting.
Our Burning Questions Can we do this?
Will it work?
How will “they” respond to this?
How do we evaluate this?
Our Journey Orientation
Medical Surgical & Critical Care Residency Programs
Preceptor Workshop
Critical Care Classes
Management Experiences
Simulation Design Framework
Objectives
Fidelity
– Low fidelity
– High fidelity
Problem solving
Support
Reflective Thinking/Debriefing
Simulation Design Framework: Progression Outline
Simulation Design Framework:Learner Introduction
Preparatory assignment
Introduction to simulation experience
Assignment of roles
Scenario begins to unfold
Simulation Design Framework:Preparatory Assignment Example
Simulation Design Framework:Preparatory Assignment Example
Simulation Design Framework:Role Assignment Example
Simulation Design Framework:Observer Checklist Example
Our Personal Journey: Simulation Experiences
Our Personal Journey: Simulation Experiences
Our Personal Journey: Simulation Experiences
Simulation Design Framework:Debriefing
Immediately follows simulation experience
Examination of what happened and what was learned
General questions to guide discussion
– What went well?
– What could have gone better?
– What would you do differently?
Simulation Design Framework:Debriefing Tool Example
Simulation Design Framework:
Expected Outcomes/Evaluations
Knowledge gained
Skills performed
Learner satisfaction
Critical thinking
Self confidence
Our Personal Journey: Participant Feedback
“The simulations were creative, comprehensive and fun!”
“Recognizing my strengths and weaknesses.”
“Being able to discuss with peers rationales”
“Helped bring things together”
“I hope I have the opportunity to do this again!”
Our Personal Journey: Educator Feedback
“Time consuming but rewarding in the end”
“Anxiety provoking because you do not know what to expect with each simulation”
“It can be challenging to watch the learner make mistakes”
“You can see the light bulbs go off”
“Each simulation is different and unique”
Our Personal Journey: Lessons Learned
Operational plan
Simulation design
**Instructor development/preparation
Pre-simulation preparatory assignments
Simulation experience
Not everyone will be enthusiastic!
Our Journey Continues… 2010 and Beyond…
Research
Publish
Create a “Library” of simulation scenarios– Hemodynamic Multidisciplinary Simulations
– In-Situ Multidisciplinary Simulations
– Chemo Simulations
– Follow Up Simulation Experiences
– Life Long Learner-
oSimulated Learning Experiences
Summary Simulation as a teaching strategy has
several advantages
Nurses can visualize real consequences of their actions in a safe environment
Highlights from Our Journey
References Ackermann, A., Kenny, G., & Walker, C. (2007, May/June). Simulator
programs for new nurses' orientation. Journal for Nurses in Staff Development, 23(3), pp. 136-139.
Benner, P. (2001). From novice to expert: Excellence and power in clinical nursing practice (Commemorative ed.). Upper Saddle River, NJ: Prentice Hall Health.
Billings, D. M., & Halstead, J. A. (2005). Teaching in nursing: A guide for faculty (2nd ed.). St. Louis, MO: Elsevier Saunders.
Childs, J., & Sepples, S. (2006, May/June). Clinical teaching by simulation: Lessons learned from a complex patient case scenario. Nursing Education Perspectives, 27(3), pp. 154-158.
Dillon, P., Noble K., & Kaplan L. (2009, March/April). Simulation as a means to foster collaborative interdisciplinary education. Nursing Education Research, 30 (2), pp. 87-90.
Fort, C. (2010, February). So good it’s unreal: The value of simulation education . Nursing Management, 41(2), pp. 22-25.
Jeffries, P. (2005, March/April). Designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), pp. 96-103.
References Jeffries, P. (2007). Simulation in nursing education: From
conceptualization to evaluation. New York: National League for Nursing. Jeffries, P. (2008, March/April). Getting in S.T.E.P. with simulations:
Simulations take educator preparation. Nursing Education Perspectives, 29(2), pp. 70-73.
Hughes, L., Romick, P., Sandor, K., Phillips, C. A., Glaister, J., & Levy, K. et al. (2003, January/February). Evaluation of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization. Journal of Professional Nursing, 19(1), pp. 38-48.
Mitchell, N., & Melton, S. (2003). Collaborative testing: An innovative approach to test taking. Nurse Educator, 28(2), pp. 95-97.
Rashotte, J., & Thomas, (2002). Incorporating educational theory into critical care orientation. The Journal of Continuing Education in Nursing, 33(3), pp. 131-7.
Reese, C., Jeffries, P. & Engum, S. (2010, Jan/Feb). Learning together: Using simulations to develop nursing and medical student collaboration. Nursing Education Perspectives, 31 (1), pp. 33-37.
Robinson, D., & Kish, C. (2001). Core concepts in advanced practice nursing. St. Louis, MO: Mosby.
Contact Information Mary Royse MSN, RN, CMSRN
Carman Turkelson MSN, RN, CCRN
Jill Stefaniak
– Assistant Director of Education Surgical Learning Center
