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Improving Care for Pediatric Patients Mindi Anderson, PhD, RN, CPNP-PC, CNE, ANEF Copyright© M. Anderson 2012
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Current research funding: – Laerdal Foundation for Acute Medicine, National League for Nursing (NLN), UT Arlington, HRSA Previous/current consultant: – NLN/Laerdal Teach CE course/sim courses Smart Hospital™ Copyright M. Anderson 2012
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1. Discuss the medical/legal environment in the pediatrics area. 2. Identify issues specific to pediatrics care. 3. Discuss the history of pediatric simulation. 4. Describe the role of simulation in providing quality (adequate) pediatric education. Copyright M. Anderson 2012
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5. Discuss collaboration with multidisciplinary leadership. 6. Describe how to plan and implement pediatric simulations. 7. Define measurable objectives for success. Copyright M. Anderson 2012
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Can not use actual patients for skills = safety Policies and procedures = students (Nishisaki et al., 2012) Copyright M. Anderson 2012
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Adolescents (case example) – Inconsistent laws – Considerations Confidentiality Consent by minors Emancipated minor (Hicks & Rome, 2011) Copyright M. Anderson 2012
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Providers need training Survey of physicians (n = 88) found ethics (pediatrics) problems related to: – Relationships – End-of-life – Conduct of professionals – Economics/policies – Educational process (Guedert & Grosseman, 2012) Copyright M. Anderson 2012
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Decreased clinical sites; decreased procedures Decreased unit time Worsening morbidity/mortality Higher acuity; but students may not get to care for Low-volume but high-risk (Birkhoff & Donner, 2010; Bultas, 2011; Schneider Sarver, Senczakowicz, & Murphy Slovensky, 2010) Copyright M. Anderson 2012
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Decreased skills Seasonality Shift = outpatient care Graduate = site issues, decreased preceptors Missing curricular pieces (Cook, 2012; Schneider Sarver et al., 2010) Copyright M. Anderson 2012
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Assessment- – Need for competency validation – Skills/performance (eg. anesthesia) “Children are not little adults” (McQueen, Mitchell, & Joseph-Griffin, 2011, p. 780) Anatomy changes with age; need to know appropriate equipment (Birkhoff & Donner, 2010; Fehr et al., 2011; McQueen et al., 2011) Copyright M. Anderson 2012
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Balancing patient/family needs Increased emotions = end-of-life – Often not covered – Lecture does not teach feeling – Are students prepared? (Cheng, Donoghue, Gilfoyle, & Eppich, 2012; Lindsay, 2010) Copyright M. Anderson 2012
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Study = “Standardized” mothers, gave history via telephone to interns/residents (Brown & Eberle, 1974) First pediatric simulator – 90’s (Rosen, 2008) “Pediatric clinical skills assessment” – SPs (Lane, Ziv, & Boulet, 1999, p. 640) Copyright M. Anderson 2012
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Virtual = clinics in Second Life® (SL) (Cook, 2012) Copyright M. Anderson 2012
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Skills – Communication – Medication dosage/administration – Assessment – Procedures – Charting Clinical judgment (Bultas, 2011; McQueen et al., 2011) Copyright M. Anderson 2012
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Orientation – students/new hires Meet important objectives/outcomes Competency/performance – Eg. Clinical check-offs – OSCEs Preparation = Continuing Education (ICU areas) (Broussard, Myers, & Lemoine, 2009; Bultas, 2011; Cazzell & Rodriguez, 2011) Copyright M. Anderson 2012
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A way to teach EBP Incorporate core concepts (Aebersold, 2011; Waxman, 2010) Copyright M. Anderson 2012
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Need for coordinated teams Activities are often team-based (airway) Want students to learn roles prior to graduation (Birkhoff & Donner, 2010; Nishisaki et al., 2012) Copyright M. Anderson 2012
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Interprofessional education: “When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” (WHO, 2010) (Interprofessional Education Collaborative Expert Panel, 2011, p.2) Copyright M. Anderson 2012
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Interprofessional Education Collaborative Expert Panel (2011) 4 categories competencies: – Values/ethics – Roles/responsibilities – Communication – Working as a team Copyright M. Anderson 2012
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Bring disciplines to the table Leaders/stakeholders from each Who can you collaborate with? Copyright M. Anderson 2012
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Medicine Nursing Social Work Chaplains Radiology Respiratory Therapy Pharmacy OT/PT Phlebotomy Copyright M. Anderson 2012
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Who else? Think about hurdles prior Copyright M. Anderson 2012
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Death/dying = child (Youngblood, Zinkan, Tofil, & White, 2012) – Purpose = Communication – Mannequins/actors – Participants: Fellows Nurses Social workers Chaplain Copyright M. Anderson 2012
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One study (n = 105) = increased collaboration between physician- nurse with each scenario (Messmer, 2008) Copyright M. Anderson 2012
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Interview/survey stakeholders Look at trends/region/season/ M&M/competencies Inpatient (survey) – Codes – Managing an airway/airway issues (Deutsch, Olivieri, Hossain, & Sobolewski, 2010; Interprofessional Education Collaborative Expert Panel, 2011) Copyright M. Anderson 2012
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What are your shared goals/content/competencies? Copyright M. Anderson 2012
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Use pre-written versus write your own? Pre-written: – Ex. http://www.mysimcenter.co m/en- US/SimStoreHome.aspx http://www.mysimcenter.co m/en- US/SimStoreHome.aspx Pre-written = may need to tweak (Durham & Alden, 2008 ) Copyright M. Anderson 2012
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Find/create scenario template Use consistently May vary according to type of sim Examples (Must join – FREE): – Laerdal (2010) http://simulation.laerdal.com/forum/files/folders/checkl ists__worksheets/entry2459.aspx – NLN(2010); Childs, Sepple & Chambers, 2007 http://sirc.nln.org Copyright M. Anderson 2012
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Target group/population – Multiple? Year/experience Formulate: – Overall goal – Specific objectives (1 ◦, 2 ◦ ) – Based on topic (Anderson & LeFlore, 2008 ; Childs et al., 2007; Durham & Alden, 2008; Hwang & Bencken, 2008; Laerdal, 2010; Smith, 2009; Stillsmoking, 2008; Waxman, 2010) Copyright M. Anderson 2012
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Purpose Ex. – Skills Learning Practicing – Competency – Team training/teamwork Every scenario vs. specific focus (Cheng et al., 2012; Stillsmoking, 2008)
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Do not “throw them the kitchen sink” “Save the world” Start with a code Copyright M. Anderson 2012
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Maintain reality Do not “trick” participants (Cheng et al., 2012) Copyright M. Anderson 2012
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Dog or zebra? Copyright M. Anderson 2012
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Focus – Ex. Simple versus complex Procedures vs. critical thinking (putting it all together) (Anderson & LeFlore, 2008) Copyright M. Anderson 2012
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1.Observing 2.Diagnosing 3.Treating/Intervening 4.Interacting 5.Practicing- pass/competent (Murray, 2004)
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Pre-program vs. “on-the-fly” (Childs et al., 2007) Copyright M. Anderson 2012
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“Statement of cognitive (knowledge), affective (attitude), and/or psychomotor (skills) goal(s)” (The International Nursing Association for Clinical Simulation and Learning [INACSL] Board of Directors, 2011a, p. S4) Copyright M. Anderson 2012
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Objectives = guide scenario/outcome Remember: – Should be able to meet – Reflect different domains – Correlate to course/program outcomes – Be based on evidence (Alinier, 2011; The INACSL Board of Directors, 2011b; Jeffries & Rogers, 2007; Smith, 2009; Waxman, 2010) Copyright M. Anderson 2012
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This is the most important step! (Waxman, 2010) Copyright M. Anderson 2012
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Number – 1-6 (depends) Formulate prior Check with stakeholders Make measureable, clear! Utilize your resources Provide to participants? (Alinier, 2010; Anderson & LeFlore, 2008; Jeffries & Rogers, 2007; Smith, 2009; Stillsmoking, 2008; Waxman, 2010) Copyright M. Anderson 2012
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Use appropriate verb (action) Bloom’s (higher levels?) - cognitive (Overbaugh & Schultz, n.d.) Copyright M. Anderson 2012
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As you are writing objectives, how will you evaluate? Remember critical behaviors (Anderson & LeFlore, 2008; Smith, 2000; Waxman, 2010) Copyright M. Anderson 2012
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Let’s take a look at the following situation Copyright M. Anderson 2012
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Pick type = match objectives Fidelity Let’s go back to our situation (Anderson & LeFlore, 2008; Jeffries & Rogers, 2007; Smith, 2009; Stillsmoking, 2008; Waxman, 2010) Copyright M. Anderson 2012
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Let’s try another scenario Copyright M. Anderson 2012
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Name, concepts, demographics Patient- Newborn/preemie, infant, child, or adolescent? Diagnosis/es and differentials = reinforce objectives Describe; summarize What will you report? (Alinier, 2011; Anderson & LeFlore, 2008; Aebersold, 2011; Childs et al., 2007; Hwang & Bencken, 2008; Laerdal, 2010) Copyright M. Anderson 2012
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What skills/knowledge do participants need to come with? (Anderson & LeFlore, 2008; Childs et al., 2007; Laerdal, 2010) Copyright M. Anderson 2012
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Follow your template Describe environment – where is your patient? – Unit? – PICU? – Healthcare provider’s office? – Home? (Anderson & LeFlore, 2008; Childs et al., 2007; Durham & Alden, 2008; Laerdal, 2010; Stillsmoking, 2008) Copyright M. Anderson 2012
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What will he/she look like at the beginning? Monitor should match (Laerdal, 2010; Stillsmoking, 2008) Copyright M. Anderson 2012
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List events that will happen – how will scenario progress? Flowchart Think about cues/prompts (Alinier, 2011; Childs et al., 2007; Laerdal, 2010; Waxman, 2010) Copyright M. Anderson 2012
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Equipment Moulage/supplies/props (Alinier, 2011; Childs et al., 2007; Laerdal, 2010) Copyright M. Anderson 2012
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Length? Number of participants/scenario (grouping) Roles Actors/confederates (Alinier, 2011; Anderson & LeFlore, 2008; Childs et al., 2007; Durham & Alden, 2008; Hwang & Bencken, 2008; Waxman, 2010) Copyright M. Anderson 2012
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Debriefing questions – Remember objectives Use/keep references (Alinier, 2011; Anderson & LeFlore, 2008; Childs et al., 2007; Durham & Alden, 2008; Jeffries & Rogers, 2007; Laerdal, 2010; Smith, 2009; Waxman, 2010) Copyright M. Anderson 2012
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How/when will it end? (Alinier, 2011; Murray, 2004; Stillsmoking, 2008) Copyright M. Anderson 2012
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Suggestions scenario more complex Example: culture (Spanish- speaking only), co- morbidity (preemie) (Childs et al., 2007)
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Think about pre-assignments – Increases effectiveness of simulation time Directions for participants Make sure you have enough help Videotape? (Bultas, 2011; Durham & Alden, 2008; Waxman, 2010) Copyright M. Anderson 2012
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Set-up Practice! Orient – Roles – Scenario objectives – Type of simulation/simulator – Simulated environment (Alinier, 2011; Childs et al., 2007; Durham & Alden, 2008 ; Horn & Carter, 2007, Smith, 2009) Copyright M. Anderson 2012
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P’s for Success – Passion – Plan (Personnel, Participants, Props) – Prep (Patient, Participants) – Practice – Proceed – Process (Debrief) (Alinier, 2011; Horn & Carter, 2007) Copyright M. Anderson 2012
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Helps with resources Ex. – Canadian Pediatric Simulation Network – EXPRESS - research (Cheng et al., 2011; Grant & Cheng, 2010) Copyright M. Anderson 2012
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Whether simulation improves outcomes with patients (Birkhoff & Donner, 2010) Copyright M. Anderson 2012
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See provided reference list Copyright M. Anderson 2012
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