Simulated Learning Experience in a First Year Nursing Course
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Transcript Simulated Learning Experience in a First Year Nursing Course
SIMULATED LEARNING
EXPERIENCE IN A FIRST YEAR
NURSING COURSE:
LESSONS LEARNED
Lisa Keenan-Lindsay RN, MN
Professor of Nursing Seneca College
WHAT IS SIMULATION LEARNING
EXPERIENCE (SLE)
SLE provides a realistic re-enactment of clinical
situations in which the student is able to step into
a role in a non-threatening learning environment
(Schoening, Sittner, & Todd, 2006)
Can be used to learn a variety of skills through
different modalities
…
High fidelity
… Medium fidelity
…
Low fidelity
http://www.ocean.edu/academics/programs_of_study/nursing/virtual.htm
WHY USE SLE?
Incorporates active engagement, shared
responsibility for learning and reflection
Fosters development of clinical and critical
thinking skills to enhance patient care in safe
environment
Allows student to make mistakes and learn from
the consequences without harming patient
Increases confidence (and decreases anxiety
related to new skills)
Can incorporate many skills into scenarios
FIRST YEAR NURSING COURSE
Clinical course: 8 students
Curriculum shift
Learning objective for course
Older Adult OR Maternal Newborn
To provide care to a patient in each clinical area
Simulation lab experience
Fall 2011: 2 weeks = 20 hours
Winter 2012: 1 week = 5 hours
Classroom experience
Incorporated some scenarios into theory class
SLE EXPERIENCE: LAB
Student Preparation
Introduction
Scenario: Realistic
Time-outs
Debrief
Written reflection
DEBRIEF
“facilitated or guided reflection in the cycle of
experiential learning” Fanning & Gaba (2007)
Primary place of learning
Reflect on and discuss their actions and those of
others
…
Self-evaluation by students is best
…
Can improve student’s evaluation skills
…
Need to give objective evaluation
DEBRIEF
Need instructors with expertise in area and
experience with simulation
Research needed: what is better – individual or
team debriefing
Video-taping
If time permits may run through scenario again
with new learning
http://maasd.edublogs.org/2010/01/17/creating-an-environmentwhich-meets-student-learning-needs/
STUDENT REFLECTION
“turning experience into learning” (Ness et al, 2010)
…
Were able to realize that they focused more on tasks than
on developing relationships with patients
…
Students want more experiences like this
…
Recognize that SLE provides valuable practice that can
benefit their clinical competence and skills
…
Application of nursing theory to clinical practice
…
Incorporated knowledge from other courses
http://www.sde.ct.gov/sde/cwp/view.asp?a=2609&q=320242
LEARNING: OUR EXPERIENCE
Assessments & Health teaching
Communication with patients and families
Skills were transferable to other areas of nursing
Incorporated knowledge from other courses
Hands-on learning environment can be more
valuable than didactic education (work well
together)
Increases students confidence & enthusiasm
Team work
Critical thinking: Aha moments!
http://changizi.wordpress.com/2010/09/09/why-we-have-aha-moments/
LEARNING
SLE will never replace clinical experience but can
give students opportunities to experience different
areas
Students learn and retain skills better when learn
in environment of emotion, laughter and social
experiences
Students enjoyed experience
Student anxiety
Great teaching experience
Provided consistency
in marking for part-time clinical teachers
http://jamesbrauer.com/you-do-realize-its-about-learningright/student-learning/
STUDENT FEEDBACK
“great way to apply theory to practice”
Felt information could be applied to other clinical situations
Realized how biases affected how they give care
“will now be able to incorporate family into care I provide”
“able to take your time and make mistakes”
Equipment made everything feel “real”
If it wasn’t for sim lab I would never really know how to build a
therapeutic relationship with a patient in the hospital
Felt less “ripped off”
Feedback was useful
CHALLENGES
Cost of simulators
Cost of trained faculty (resource intensive)
Teachers need training in use of simulator as well
as debriefing
Ideal if have lab that resembles clinical
environment
CLASSROOM SIMULATION
Learning: eliminated didactic class time (showing
rather than telling)
Students needed to come prepared
Many students did not want to be nurse
Need buy-in from teachers in class – takes away
class time
Teachers need to feel comfortable with equipment
http://www.hhs.gov/ash/initiatives/hai/training/
NEXT STEPS
Collaborative, inter-professional opportunities
Students want more simulation experiences
Research: are the students able to take this new
learning into other clinical areas
Move into classroom and possibly 1st semester
skills lab class
http://gratitudeplanet.com/2011/01/28/there-is-always-the-next-step/
http://esriaustralia.wordpress.com/tag/cloud/