Presentation is loading. Please wait.

Presentation is loading. Please wait.

The University of Portland The University of Portland School Of Nursing.

Similar presentations


Presentation on theme: "The University of Portland The University of Portland School Of Nursing."— Presentation transcript:

1 The University of Portland The University of Portland School Of Nursing

2 The University of Portland The University of Portland School Of Nursing Getting the Most Out of Simulation Lorretta Krautscheid, MS, RN Director, LRC University of Portland

3 The University of Portland The University of Portland School Of Nursing Identify strengths and gaps within curriculum (didactic/lab/clinical) Evaluate clinical competency Clinical faculty development Nursing education research Simulation Beyond Student Learning

4 The University of Portland The University of Portland School Of Nursing Strengths and Gaps Junior level Med-Surg simulation –ORIF 4 hours post-op –Data Collection: what do you want to know? Determine what to assess (NPSG?) Define assessment items (what will it look like when ….?) Develop data collection form (objective) –What is your benchmark? –Data Review : what do you do with assessment information?

5 The University of Portland The University of Portland School Of Nursing

6 The University of Portland The University of Portland School Of Nursing

7 The University of Portland The University of Portland School Of Nursing Data Review – safe actions JR level Med-Surg Assessment and Interventions summary (benchmark set at >73% by Summer 2006) –Pain assessment: met –Surgical Dressing: met –ABC Assessment: met –JP drain assessment: met –Nasal cannula placement: met –SpO2 reassessment: met

8 The University of Portland The University of Portland School Of Nursing Data Review – unsafe actions JR level Med-Surg Unsafe Nursing Actions (benchmark set at <30% by Summer 2006) –Nasal cannula hazard: met –No reassessment of SpO2: met –Unsafe med delivery: met –No client ID: met –No hand hygiene: met –Tripping hazards avoided: met

9 The University of Portland The University of Portland School Of Nursing Achieving and sustaining the benchmark SpO2 reassessment following application of O2 via nasal cannula –When do students learn SpO2 and respiratory assessment? –What opportunities do students have for deliberate repeat practice of assessment item? (cognitive, psychomotor, affective) –What gaps are identified in curriculum/ course content / clinical? –What is within our power to change & what do others need to “own”. (CI’s, students)

10 The University of Portland The University of Portland School Of Nursing Clinical Assessment Simulation

11 The University of Portland The University of Portland School Of Nursing Simulation in Competency Assessment Measure learning outcomes Objective measurement of clinical ability Reliable (consistent) and valid (representative) Evaluate teaching/program effectiveness Senior level Med-Surg course –Hypovolemic Shock client –Theoretical framework

12 The University of Portland The University of Portland School Of Nursing CAS Development Identify learning objectives Design scenario and grading rubric Run through – multiple learner levels Re-design scenario and grading rubric Run through Pilot – information gathering

13 The University of Portland The University of Portland School Of Nursing CAS Development Data analysis –Define test items? What will it look like if…? –Test item validity? –Level for cohort –Interrater reliability Refine grading rubric Test with “grading” Data collection

14 The University of Portland The University of Portland School Of Nursing

15 The University of Portland The University of Portland School Of Nursing Data Review MD Notification SR level Med-Surg (benchmark set at >80%) –Client ID: met –Baseline vital signs: not met (75%) –Current vital signs: not met (75%) –O2 Sat: met –O2 LPM: not met (65%) –NG output: not met (62%)

16 The University of Portland The University of Portland School Of Nursing Achieving and sustaining the benchmark NG output description –When do students learn what suction is and how to evaluate output? –What opportunities do students have for deliberate repeat practice of assessment item? (cognitive, psychomotor, affective) –What gaps are identified in curriculum/ course content / clinical? –What is within our power to change & what do others need to “own”. (students & CI’s)

17 The University of Portland The University of Portland School Of Nursing Nursing Education Research Evaluating student application of theory –Example: “How Should I Touch You? Instructing Male Nursing Students on Touch.”

18 The University of Portland The University of Portland School Of Nursing Why an intimate touch lab? The centrality of touch in the discipline of nursing is documented Nursing literature is completely lacking information on how to instruct male students on the use of touch Nurse educators’ lack of attention to men and touch issues has led to feelings of resentment and confusion (Paterson et al., 1996). Male students fear that their touch might result in false accusations of sexual inappropriateness from female clients (O’Lynn, 2004, 2007). Simulations provide an active learning strategy for practicing and evaluating nursing assessment and skills.

19 The University of Portland The University of Portland School Of Nursing Simulation in research Quasi-experimental, using a comparison/ control group Survey and simulation performance data collected and analyzed Data examined for possible differences between the two groups. Nursing is an applied discipline, skill performance must be evaluated

20 The University of Portland The University of Portland School Of Nursing Research Methods Intervention Group Control Group Male Junior nursing students Male senior nursing students Questionnaire/ IT labNo intervention Clinical experiences for 3 mos. Prior clinical experiences Questionnaire Demonstration of intimate touch in simulation

21 The University of Portland The University of Portland School Of Nursing Implications Implications For Nursing Practice –Optimally prepared students for practice –Deliberate practice “ideal” For Nursing Research –Does an intimate touch simulation lab improve male student comfort with providing intimate touch? –Does a pre-clinical intimate touch simulation improve transferability?

22 The University of Portland The University of Portland School Of Nursing Clinical Faculty Development Simulations

23 The University of Portland The University of Portland School Of Nursing What about clinical faculty? Clinical Faculty Experience –Expert clinical = Expert faculty? –New faculty orientation – what’s covered? –Experienced faculty continuing education –Barriers to immediate and consistent feedback on teaching

24 The University of Portland The University of Portland School Of Nursing Clinical Faculty Development Didactic –Recorded simulations of poor and best practices –Facilitated discussion on teaching practices Active participation –Clinical faculty simulation with student –Reflection/debriefing

25 The University of Portland The University of Portland School Of Nursing Faculty evaluation of simulation Learner- focused clinical vs. teacher focused Teaching strategies developed and enhanced Verbal and nonverbal messages highlighted

26 The University of Portland The University of Portland School Of Nursing Recommendations For Nursing Practice –Optimally prepare clinical faculty for practice –Deliberate practice – “ I don’t think anything is as valuable as walking through it – then reflecting on events and language.” For Nursing Research –Transferability from simulation lab to clinical setting –Application for preceptors with new grads or new hires

27 The University of Portland The University of Portland School Of Nursing Clinical Faculty Development Simulation Preview

28 The University of Portland The University of Portland School Of Nursing Selected References Bucher, L (1993). The effects of imagery abilities and mental rechearsal on learning a nursing skill. Journal of Nursing Education, 32 (7), Feingold, C., Calaluce, M, & Kallen, M (2004). Computerized patient model and simulated clinical experiences: Evaluation with baccalaureate nursing students. Journal of Nursing Education, 43 (4), Inoue, M., Chapman, R., & Wynaden, D (2006). Male nurses’ experiences of providing intimate care for women clients. Journal of Advanced Nursing, 55 (5), Keogh, B. & Gleeson, M.(2006). Caring for female patients: the experiences of male nurses. British Journal of Nursing, 15 (11), O’Lynn, C (2004). Gender-based barriers for male students in nursing education programs; prevalence and perceived importance. Journal of Nursing Education, 43 ( ), Patterson, B. & Morin, K (2002). Perceptions of the maternal- child clinical rotation: The male student nurse experience. Journal of Nursing Education, 41 (6), Routasalo, P (1999). Physical touch in nursing studies: a literature review. Journal of Advanced Nursing, 30 (4).

29 The University of Portland The University of Portland School Of Nursing Selected References Billings, D.M., & Halstead, J.A. (2005). Teaching in nursing: A guide for faculty. Philadelphia: W.B. Saunders. Bradshaw, M. (2001). Philosophical approaches to clinical instruction. In Lowenstein, A. & Bradshaw, J. Fuszard’s innovative teaching strategies in nursing (3rd ed.). Gaithersburg, Maryland: Aspen Publishers, Inc. Childs, J. (2002). Clinical resource centers in nursing programs. Nurse Educator, 27 (5), Cook, L. (2005). Inviting teaching behaviors of clinical faculty and nursing students’ anxiety. Journal of Nursing Education, 44(4), Dearman, C., Lazenby, R., Faulk, D., & Coker, R. (2001). Simulated clinical scenarios Nurse Educator, 26 (4), De Young, S. (2003). Teaching strategies for nurse educators. Upper Saddle River, NJ: Prentice Hall. Feingold, C., Calaluce, M., & Kallen, M. (2004). Computerized patient model and simulated clinical experiences: Evaluation with baccalaureate nursing students. Journal of Nursing Education, 43 (4), Gaberson, K., & Oermann, M. (1999). Clinical teaching strategies in nursing. New York: Springer.

30 The University of Portland The University of Portland School Of Nursing Selected References Infante, M. (1975). The clinical laboratory in nursing education. New York: John Wiley & Sons, Inc. Johnson, J., Johnson, J., &Theis, S. (1999). Clinical simulation laboratory, an adjunct to clinical teaching. Nurse Educator, 24 (5), Letizia, M. & Jennnrich, J. (1998). Development and testing of the clinical post-conference learning environment survey. Journal of Professional Nursing, 14 (4), McCausland, L., Curran, C., & Cataldi, P. (2004). Use of a human simulator for undergraduate nurse education. International Journal of Nursing Education Scholarship, 1 (1), O’Conner, A. (2001). Clinical instruction and evaluation: A teaching resource. Sudbury, MA: Jones and Bartlett. Tanner, C. (2002). Clinical education, Circa Journal of Nursing Education, 41, Tanner, C. (2006). Thinking like a nurse: A research-based model of clinical judgment in nursing. Journal of Nursing Education, 45 (6),

31 The University of Portland The University of Portland School Of Nursing


Download ppt "The University of Portland The University of Portland School Of Nursing."

Similar presentations


Ads by Google