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

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

Describe graduate student personal and professional accountability

OBJECTIVES

o 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

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

PLA

NN

ING

PH

AS

E O

F

SC

HO

LA

RLY

PR

OJE

CT

GOALS AND OBJECTIVES OF SCHOLARLY PROJECT

Design of case scenario simulation

Implementation of case scenario simulation

Evaluation of case scenario simulation

DES

IGN

PH

AS

E O

F

CA

SE S

CEN

AR

IO S

IMU

LA

TIO

N

Jeffries, 2007

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

Objectives

Fidelity

Problem Solving

Student Support

Debriefing

IMP

LEM

EN

TA

TIO

N P

HA

SE

OF C

AS

E S

CEN

AR

IO

SIM

ULA

TIO

N

EV

ALU

ATIO

N P

HA

SE O

F C

AS

E S

CEN

AR

IO

SIM

ULA

TIO

N Pretest and Post-test

Debriefing

Student feedback and evaluation

ACCOUNTABILITY = SUCCESS OF SCHOLARLY

PROJECT

Journaling

Time log

Adhered to proposed plans for scholarly project

Communication

Mentoring

Change agent

Personal accountability Professional accountability

National League for Nursing, 2012

ANALYSIS OF OUTCOMES

Design of Simulation Phase

Implementation Phase

Evaluation phase

Jeffries, 2007

ADHERENCE TO LEGAL, ETHICAL, NURSING, AND ORGANIZATIONAL STANDARDS

o Legal standards

o Ethical standards

o Nursing standards

o Organizational standards

LEGAL AND ETHICAL STANDARDS

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

NURSING AND ORGANIZATIONAL

STANDARDS

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

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 OFSIMULATION DAY

QUESTIONS

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 (2nd ed.). 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.

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