Why Simulation

• Offers patient care experiences to the novice that are rare and risky for them to participate in.

• High acuity patient levels • Shortened patient stays • Critical staffing shortage Jeffries, P. (2007).

• Students’ cognitive, psychomotor and learning domains addressed.– Observing the clinical situation Observing each

other (role modeling) – Participants verbal communication during pre and

post simulation experience Facilitator prompts and comments during simulation

• Role playing

National League for Nursing (2006)

• Concludes– Students who have participated in paper/pencil

case study did not perceive as many problem solving features as the students who were actively involved in static or high fidelity simulation.

– Students who were engaged in high fidelity simulation had a higher satisfaction with their learning and reported a higher confidence in implementing patient care.

Experiential Learning

• Theory– Dewey (1933) & Kolb (1984)• the learner’s reflective observation about an

experience is essential in the learning process.

• Defined– occurs when the learner is actively engaged in

gaining knowledge

Prepares students to…..

• Synthesize knowledge • Integrate evidence • Work in collaboration • Provide ethical and safe care • Problem solve/critically think • Reflect on their skills

» Jeffries, P. (2007).

Low Fidelity• Standard mannequins with no extra features • Allow for mistakes • Students learn from their mistakes • Students develop confidence

Moderate Fidelity

• Mannequin where chest looks real ,breath sounds can be heard but the chest does not rise or fall

• Mannequin allow for mistakes • Students learn from their mistakes • Students develop confidence

High Fidelity• Mannequins that are highly sophisticated and

computerized • Students develop practice decision making

skills • Students learn to establish priorities

Design Considerations

• Best Practice– Provide active learning– Provide feedback– Collaborative learning – Appropriate time for experiences

Design cont.

• Student Factors– Designate specific roles to students – Response-based – Process-based – Allow for self directed learning

Design cont.

• Faculty Factors– Become observers/evaluators – Determine appropriate use of support/ cues

Design cont.

• Sim Characteristics– Clarify learning outcomes – Provide fidelity within the simulation– Imbed cues – Determine appropriate level of complexity– Provide appropriate time for debriefing

Evaluations• Knowledge (pretest/posttest) • Skills Performance (competencies) • Student satisfactions (course evaluations) • Self confidence (reflection questions)

Reference• Jeffries, P. (2006). Designing, Implementing, and

evaluating: Simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26 (2), 96- 103.Retrieved July 11, 2007 from http://gateway.tx.ovid.com

• Jeffries, P. (2007). Simulation in nursing education: From conceptualization to evaluation. National League for Nursing: New York. National League for Nursing & Laerdal Medical , (2006).

• Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: A national, multi-method study. Retrieved July 16, 2007 from www.laerdal.com

Discuss Donald

Minnesota Healthcare Simulation Library

• http://www.mnsimlib.org/