At the conclusion of this presentation,

learners will:

› Identify strategies to utilize QSEN competencies as behavioral objectives in

simulation learning activities.

› Discuss the advantages of utilizing simulated learning activities to teach students the

QSEN competencies.

Application of developmentally

appropriate care

Progression of competency of nursing

care from simple to complex

Integration of QSEN competencies

5 simulations

Each developmental stage covered

Scenarios reinforce theory content

Simple to complex

› Scenario 1: H&P, family interview and assessment

› Scenario 5: Teen suicide, seizure

Learning objectives based on QSEN

Summary: This simulation focuses on a 5-month-old infant being admitted with diarrhea and dehydration. Students are to perform an admission history and physical exam.

Learning Objectives:

› Patient Centered Care - Assess own level of communication skill in encounters with patients and families

› Patient Centered Care - Recognize the boundaries of therapeutic relationships

› Safety - Demonstrate effective use of strategies to reduce risk of harm to self or others

How did your communication skills enhance the success of the interaction with the child? With the family? How would you improve your therapeutic communication skills? (Patient Centered Care - Value continuous improvement of own communication and conflict resolution skills

How do you feel your comfort level asking personal questions affects your ability to gather accurate information from the family? Are you able to respond in a non-judgmental manner when families report information that is not conducive to a health lifestyle? (Patient Centered Care - Acknowledge the tension that may exist between patient rights and the organizational responsibility for professional, ethical care. Appreciate shared decision-making with empowered patients and families, even when conflicts occur)

What do you do when the family is resistant

to changing unhealthy behaviors? (Patient

Centered Care - Acknowledge the tension

that may exist between patient rights and

the organizational responsibility for

professional, ethical care)

What infection control procedures were

needed with this case? Why are they

important? (Safety - Value the contributions

of standardization/reliability to safety

Summary: This case represents a toddler admitted to the hospital with RSV bronchiolitis.

Learning Objectives:

› Applies appropriate infection control measures

› Correctly assesses respiratory status/condition

› Identify deviations from normal and notify Nurse Practitioner correctly

› Correctly provides appropriate respiratory interventions including positioning, O2 administration

› Evaluate nursing interventions and modify as necessary

› Engages in therapeutic communication throughout

› Provides appropriate instructions to family members

Summary: This simulation focuses on a pre-school aged child with new onset type I diabetes mellitus and nursing management of diabetic ketoacidosis.

Learning Objectives:

› Patient Centered Care - Engage patients or designated surrogates in active partnerships that promote health, safety and well-being, and self-care management.

› Patient Centered Care - Provide patient-centered care with sensitivity and respect for the diversity of human experience.

› Teamwork and Collaboration - Function competently within own scope of practice as a member of the health care team.

› Evidence Based Practice - Base individualized care plan on patient values, clinical expertise and evidence.

› Safety - Use appropriate strategies to reduce reliance on memory (such as checklists).

What strategies did the nurses use (or

could the nurses have used) to engage

the patients in participating in care

management? What about the family?

(Patient Centered Care - Value active

partnership with patients or designated

surrogates in planning, implementation,

and evaluation of care)

How did the information on evidence

based practice presented prior to the

scenario influence your care of the patient

in this scenario? (Evidence Based Practice -

Value the concept of EBP as integral to

determining best clinical practice)

How does the Diabetic Ketoacidosis Flow

Sheet improve care? (Safety - Value the

contributions of standardization/reliability to

safety)

Summary: This simulation focuses on sickle cell disease and nursing management of acute exacerbation.

Learning Objectives: › Informatics - Apply technology and information

management tools to support safe processes of care (Pyxis).

› Patient Centered Care - Provide patient-centered care with sensitivity and respect for the diversity of human experience.

› Patient Centered Care - In regards to pain the student should:

Assess presence and extent of pain and suffering

Elicit expectations of patient & family for relief of pain, discomfort, or suffering

Initiate effective treatments to relieve pain and suffering in light of patient values, preferences and expressed needs

› Teamwork and Collaboration - Integrate the contributions of others who play a role in helping patient/family achieve health goals

› Evidence Based Practice - Question rationale for routine approaches to care that result in less-than-desired outcomes or adverse events.

What are your prior experiences with patients seeking narcotics? How does this affect your beliefs about chronic pain management? (Recognize personally held values and beliefs about the management of pain or suffering )

What is the nurse’s role in pain relief? (Appreciate the role of the nurse in relief of all types and sources of pain or suffering)

What do you think about the statement that “Pain is what the patient says it is”? (Recognize that patient expectations influence outcomes in management of pain or suffering)

How did the contributions of the team members contribute to the management of this patient? (Value the perspectives and expertise of all health team members)

Why were standard therapies for pain management not effective for this patient?(Value the need for continuous improvement in clinical practice based on new knowledge)

How did the Pyxis contribute to patient safety? (Value technologies that support clinical decision-making, error prevention, and care coordination)

Summary: This case represents an adolescent brought to the emergency department after an intentional ingestion.

Learning Objectives:

› In all simulations, students are expected to demonstrate infection control techniques, therapeutic communication and developmentally appropriate assessments and nursing care.

› Patient Centered Care - Provide patient-centered care with sensitivity and respect for the diversity of human experience

› Patient Centered Care - Remove barriers to presence of families and other designated surrogates based on patient preferences

› Teamwork and Collaboration - Initiate requests

for help when appropriate to situation.

› Teamwork and Collaboration - Communicate

with team members, adapting own style of

communicating to needs of the team and

situation.

› Safety - Demonstrate effective use of strategies

to reduce risk of harm to self or others.

› Informatics - Apply technology and information

management tools to support safe processes of

care (Pyxis).

How did you feel about having the parents present during an emergency situation? Did you feel it was appropriate for them to stay? What do you think their needs are during this situation? How can we support these needs? (Respect patient preferences for degree of active engagement in care process)

What did the team members bring to the scenario? (Value the perspectives and expertise of all health team members)

How well did the nurses communicate with the team members? Did they use SBAR well? How could it have been improved? (Value different styles of communication used by patients, families and health care providers)

Highlights of Scenario 5

What I like best about simulation: › “I got more clinical knowledge than I have

ever gotten in any class. Thanks!”

› “The opportunity to practice nursing knowledge and skills without placing a real person in jeopardy.”

› “It built competence. We weren’t judged. We learned from our mistakes.”

› “Humbling experience. Practiced communication with families.”

› “Working with EMS/Paramedic students”

Recommendations for improvement:

› “More with EMTs or some types of

involvement we may experience in the field like that. It was very eye-opening and

helped both programs.”

› “More!”

› “More opportunities to play the nurse role”

› Some students felt there were scheduling

problems

Funding

› Faculty development time

› Simulators and other equipment

Facilities

Time commitment

Scheduling

Preparation of students

Debriefing

To See Entire Video

http://hccnursing.shutterfly.com/pictures

?role=-2