Case scenario simulation in nursing education
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Case scenario simulation in nursing education. Presented by: Katy Gordon RN, MSN(c) Scholarly Project Ferris State University. Objectives. Describe goals and objectives of scholarly project

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Case scenario simulation in nursing education

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Case scenario simulation in nursing education

Case scenario simulation in nursing education

Presented by: Katy Gordon RN, MSN(c)

Scholarly Project

Ferris State University


Objectives

Objectives

  • Describe goals and objectives of scholarly project

  • Describe how scholarly project supported by evidence-based practice and literature

  • Describe graduate student personal and professional accountability


Objectives1

Objectives

  • Describe analysis of outcomes supported by literature

  • Describe adherence to legal , ethical, nursing, and organizational standards

  • Describe recommendations for future use of case scenario simulation


Simulation in nursing education and evidence based practice

Simulation in nursing education and Evidence-Based Practice

  • Application and integration of skills, knowledge and critical thinking

  • Facilitates development of student competence and confidence

  • Involves experiential learning, adult learning, constructive learning, and reflective learning theories

    Fanning & Gaba, 2007; Grossman, Krom, & O’Connor, 2010; Jeffries, 2007; and Shinnick, Woo, & Mentes, 2011


Planning phase of scholarly project

Planning phase of Scholarly project


Goals and objectives of scholarly project

Goals and Objectives of scholarly project

  • Design of case scenario simulation

  • Implementation of case scenario simulation

  • Evaluation of case scenario simulation


Design phase of case scenario simulation

Design Phase of case scenario simulation

Jeffries, 2007


Outcomes and objectives

Outcomes and objectives

  • Simulation outcomes and objectives were correlated with course and curriculum outcomes and objectives for cardiac patient

  • Outcome: Student(s) will care for a complex cardiac patient within the scope of nursing practice

  • Objectives: outlined in simulation design


Design characteristics

Design Characteristics

  • Objectives

  • Fidelity

  • Problem Solving

  • Student Support

  • Debriefing


Implementation phase of case scenario simulation

Implementation Phase of case scenario simulation


Evaluation phase of case scenario simulation

  • Pretest and Post-test

  • Debriefing

  • Student feedback and evaluation

Evaluation phase of case scenario simulation


Accountability success of scholarly project

Accountability = success of scholarly project

Personal accountability

Professional accountability

  • Journaling

  • Time log

  • Adhered to proposed plans for scholarly project

  • Communication

  • Mentoring

  • Change agent

National League for Nursing, 2012


Analysis of outcomes

Analysis of Outcomes

  • Design of Simulation Phase

  • Implementation Phase

  • Evaluation phase

Jeffries, 2007


Adherence to legal ethical nursing and organizational standards

Adherence to legal, Ethical, Nursing, and Organizational standards

  • Legal standards

  • Ethical standards

  • Nursing standards

  • Organizational standards


Legal and ethical standards

Legal and Ethical Standards

Jeffries, 2007; IOM 2010; and The Joint Commission, 2013


Nursing and organizational standards

Nursing and organizational standards

American Nurses Association, 2010; Faragher, Boese, Decker, & Sando, 2011; and National League for Nursing, 2013


Evaluation of project with recommendations

Evaluation of Project with recommendations

  • Repeat of scenario

  • Video recording of scenario for self-evaluation

  • Use four-step process of simulation before implementing scenario in simulation lab

Abe, Kawahara, Yamashina,& Tsuboi, 2013; Childs & Sepples, 2006; Fanning & Gaba, 2007; and Maslovitz, Barkai, Lessing, Ziv, & Many, 2007


Summary of simulation day

Summary ofSimulation Day


Questions

Questions


References

References

Abe, Y., Kawahara, C., Yamashina, A., & Tsuboi, R. (2013). Repeated scenario simulation to improve competency in critical care: a new approach for nursing education. American Journal of Critical Care., 22(1), 33-40. doi: 10.4037/ajcc2013229.

American Nurses Association (2010). Nursing: Scope and standards of practice (2nded.). Washington, D. C.: Nursesbooks.org

Brown, D., & Chronister, C. (2009). The effect of simulation learning on critical thinking and self-confidence when incorporated into an electrocardiogram nursing course. Clinical Simulation in Nursing, 5(1), e45-e52.

Childs, J. & Sepples, S. (2006). Clinical teaching by simulation: Lessons learned from a complex patient care scenario. Nursing Education Perspectives, 27(3), 154-158.

Durham CF, Alden KR. Enhancing Patient Safety in Nursing Education Through Patient Simulation. In: Hughes RG, editor. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare Research and Quality (US); 2008 Apr. Chapter 51. Available from: http://www.ncbi.nlm.nih.gov/books/NBK2628/

Fanning, R. M. & Gaba, D. M. The role of debriefing in simulation-based learning. Simulation in Healthcare, 2(2), 115-125.

Faragher, J. F., Boese, T., Decker, S., & Sando, C. (2011). Standards of best practice: Simulation. Clinical Simulation in Nursing, 7(4S), S1-S19

.

Institute of Medicine (2010). The future of nursing: Focus on education. Retrieved from http://www.iom.edu/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf

Jeffries, P. (2007). Simulation in nursing education: From conceptualization to evaluation. New York, NY: National League for Nursing

Maslovitz, S., Barkai, G., Lessing, J., Ziv, A., & Many, A. (2007). Recurrent obstetric management mistakes identified by simulation. Obstetrics & Gynecology,9(6),1295-1300.


Case scenario simulation in nursing education

National League for Nursing (2005). The scope and practice for academic nurse educators. New York, NY: National League for Nursing.

National League for Nursing (2012). A Nursing Perspective on Simulation and Interprofessional Education (IPE): A report from the National League for Nursing’s Think Tank on using simulation as an enabling strategy for IPE. Retrieved from http://www.nln.org/facultyprograms/facultyresources/pdf/nursing_perspective_sim_education.pdf

NCLEX-RN Detailed Test Plan (2010). 2010 NCLEX-RN Detailed test plan. Chicago, IL: National Council of State Boards of Nursing.

Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and assessing evidence for nursing practice (8th ed.). Philadelphia: Lippincott Williams & Wilkins.

Rowles, C. J., & Russo, B. L. (2009). Strategies to promote critical thinking and active learning. In D. M. Billings & Halstead, J. A. (Eds.), Teaching in nursing: A guide for faculty (3rd ed., pp. 238-261). St. Louis, MO: Saunders Elsevier.

The Joint Commission (2013). National patient safety goals. Retrieved from http://www.jointcommission.org/assets/1/6/2013_HAP_NPSG_final_10-23.pdf

Witt, S., Borden, S., & York, N. L. (2010). Simulating rapid response in undergraduate critical care education. Dimensions of Critical Care Nursing. 29(1):33-39.

doi: 10.1097/DCC.0b013e3181be4b70


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