ulster.ac.uk Developing knowledge and skills in risk management for nursing students: The use of simulation and applied drama May 2016 Pat Deeny, Diane Lyttle, Mary Henry, Dr. Helen McGarvey

Background Year 3 students on BSc (Hons) Adult and Mental Health programmes (n=210) Module focus – risk management in the work environment Problem based learning approach Simulation, applied drama techniques, video playback, peer assessment and critical reflection

Planning Students allocated to 8 different scenarios based on real life clinical problems Students volunteered for roles as actors/peer assessors Approx. 6-8 students in each group – took on roles as nurses and other members of the multi- disciplinary team relevant to scenario

How does applied drama enhance simulation?

Simulation; Applied Drama; Video Recording An educational strategy that promotes the integration of theoretical and practical knowledge: Guided experiences, theatrically contrived, but not fully scripted Evokes or replicates substantial aspects of the real world in an interactive manner Value as an educational strategy: Practice and learn in a safe environment without risk of service user injury Learning can be both realistic and reality-based Video documentation enables recall and feedback to understand their own actions Deepens understanding, reflection, caring and empathy Support for students: Workshops with Matt Jennings and drama students at start of module, rehearsal time with group Techniques used to help students in acting role Techniques used to help students in video recording/documentation

Weeks 4-9 Students in practice during this time Opportunity to observe and practice risk assessment and management skills Students required as part of their formative assessment to complete an actual risk assessment Apply knowledge and experience gained to scenario Module supports students to further develop knowledge, skills and confidence in risk management.

Weeks Rehearsal & Assessment of Scenario Students return to university and rehearse scenarios in groups Instruction on how to use a critical reflective framework (Asadoorian et al (2011) framework) Assessment of scenarios takes place in skills rooms (MDEC), videoed and uploaded to Sharestream Assessed by module team with peer assessor feedback

Student Feedback "I honestly cannot think of one more aspect to this module. The Module Coordinator and the lecturers put great effort into making this an enjoyable experience and took every opportunity to incorporate us in driving our own learning.” "Loved acting out the scenarios. Very effective learning! "

. -. I found acting in the scenario was an excellent way to learn. However the emphasis and direction of some of the drama in the skills classes would have been better if it had been less general and related more specifically to nursing. ” Collaboration with performing arts (even though stressful at the time), challenged me and stretched my learning. Also group work on this module is my first positive experience of group work to date."

Going Forward What next? What do we keep and what do we want to change and why? EDGE award created We will follow up on feedback from alumni and this year’s cohort, on how this module has informed them at job interviews.

References Arveklev, S.H., Wigert, H., Berg, L., Burton, B. and Lepp, M. (2015) The use and application of drama in nursing education - An integrative review of the literature. Nurse Education Today, 35(7): e12-e17. Asadoorian, J., Scho ̈ nwetter, D, J. and Lavigne, S, E. (2011) Developing Reflective Health Care Practitioners: Learning from Experience in Dental Hygiene Education. Journal of Dental Education 75(4): Benner, P., Sutphen, M., Leonard, V., and Day, L. (2010) Educating nurses: a call for radical transformation. Jossey-Bass: San Francisco. Lejonqvist, G.-., Eriksson, K. and Meretoja, R. (2016) Evidence of clinical competence by simulation, a hermeneutical observational study. Nurse Education Today, 38, Lepp, M (2002) Reflection of Drama in Nursing Education in Sweden; Applied Theatre Researcher ISSN Number 3, [accessed 3rd May 2016[. Nyström, A., Pålsson, Y., Hofsten, A., Häggström, E. (2014) Nursing students' experiences of being video- recorded during examination in a fictive emergency care situation. International Journal of Nursing Practice, 20(5): Ramm, D., Thomson, A. and Jackson, A. (2015) Learning clinical skills in the simulation suite: The lived experiences of student nurses involved in peer teaching and peer assessment. Nurse Education Today, 35(6):