First Time in the Sim Lab: Designing and Implementing Effective Scenarios for the Novice Student

Autor: Deborah Ambrosio Mawhirter, Maryann O Forbes
Rok vydání: 2010
Předmět:
Zdroj: Clinical Simulation in Nursing. 6:e113
ISSN: 1876-1399
DOI: 10.1016/j.ecns.2010.03.027
Popis: and you have troublegetting out of the room when you answer the light. You struggle with the assignment becauseyou feel you are neglecting the patient who is acutely ill. Progressive care nurses work in areas of high acuity and learn time management and clinical judgment during their orientation. They are taught a multitude of safety skills to enhance their patient care. Although the classroom serves as an excellent background for education, some skills cannot be learned there. We sought to provide an opportunity for experiential learning in: the management of an acute patient situation, communication with members of the healthcare team, and managing multiple patients without comprising patient safety. Simulation provides a safe opportunity for new nurses to manage a patient in crisis. Simulation can provide all of these opportunities in a single session. We designed a scenario which begins with a brief handoff, giving them the experience of uncertainty in caring for patients without comprehensive knowledge of their situation. They are ‘‘assigned’’ to two patients. One patient is more acutely ill, and they worsen during the scenario. This provides the opportunity to notice change, assess the problem, provide appropriate interventions and evaluate results: all elements of clinical judgment. The other patient in their ‘‘assignment’’ is less physically ill, but has anxiety that distracts the nurse, and gives the nurse an opportunity to learn to provide adequate reassurance and still disengage in a timely manner. The scenario requires prioritization, problem solving and delegation. Participants who are not involved in the scenario observe from the debrief room via cameras. Each scenario is followed by a debriefing session to allow for reflective learning, exploration of feelings and clarification of clinical information. Debriefing follows the advocacy-inquiry model to encourage reflective learning. Key concepts in the debriefing include personal accountability, communication, prioritization, safety, and information management. A component of the debriefing is handoff communication and new participants take over the care as the scenario develops. The simulation experience provides a safe environment to apply new concepts and skills. Our participants value this opportunity to take risks without harm to patients, problem solve in a group, and take away new ideas from colleagues to enhance their patient care. This presentation will discuss the organization and flow of learning objectives and activities, as well as key elements of the debriefing sessions.
Databáze: OpenAIRE
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