Download - Building QSEN Competencies in Simulation
Our aims
• Utilize QSEN to provide a foundation for novice students
• Provide a framework for building teamwork skills in simulation
• Enhance communication skills within simulation • Support and develop faculty skills • Ensure a consistent experience within the cohort
BSN Structure
• Second semester of the nursing curriculum
• 15 week course for BSN
• Maximum of 8 students/lab section
• Each group divides into smaller group of 4
1 small group works on clinical skills
1 small group participates in simulation
Small groups rotate each week
Differences for MSN-CNL
• 10 week course
• 8 weeks of simulation
• Repetition of simulations
• Simulation groups and Skills groups scheduled separately
• 8 students in Skills labs
• 4 students in Simulation labs
Simulation Schedule
1) Med-Surg scenario
2) Related TeamSTEPPS tool
3) Purposeful debriefing
4) Thoughtful reflection
Learning Activities BSN
Simulations
• Post-Op DVT
• Post-Op Hemorrhage
• Chronic Heart Failure
• GI Bleed
• Pneumonia
• Chest Pain
• Cardiopulmonary Arrest
• End of Life
TeamSTEPPS
• TeamSTEPPS Overview
• SBAR
• Feedback
• 2 Challenge Rule
• CUS
• I PASS the BATON
• Call-out & Check-back
• I’M SAFE
Learning Activities MSN-CNL
Simulations
• Post-Op DVT
• Post-Op DVT
• Chest Pain
• Chest Pain
• Heart Failure
• Heart Failure
• Cardiopulmonary Arrest
• End of Life
TeamSTEPPS
• TeamSTEPPS Overview
• SBAR
• Feedback
• 2 Challenge Rule
• CUS
• DESC
• Call-out & Check-back
• I’M SAFE
Team Structure
• Focus on Patient
• Team Size
• Membership
• Leadership
• Composition
• Identification
• Distribution
Leadership
• Organization
• Clear Goals
• Collective Input
• Empowerment
• Teamwork Promotion
• Conflict Resolution
Situation Monitoring
• Situational Monitoring
• Situational Awareness
• Shared Mental Model
Components of Situation Monitoring:
Communication
• Clear exchange of information
– Patients
– Team
“I believe that communication is the most important aspect of teamSTEPPS that our group needs to develop over the semester. “
Assumptions Fatigue Distractions HIPAA
Student Reflections
• “Giving the feedback was pretty hard for me, but I knew that it would help out my team member and ultimately the team as a whole and the patient. I felt that I didn’t have the authority to tell the teammate what she did wrong, when I know that I did some things wrong too.”
Student Reflections
• “Our first simulation our group would somewhat leave the patient alone, while we were discussing as a group. This simulation someone was always working with the patient and was available to answer any questions or concerns the patient may have.”
Student Reflections
• “Teaching the patient and putting big medical terminology has also been getting easier. It is exciting to see how our concern for patient safety is almost becoming second nature to us.”