Expanding a Simulation Program

Report
The Experience at Quinnipiac University
Mary Ann Cordeau PhD, RN
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From participating in this presentation the
participant should be able to:
Discuss the process of starting a clinical
simulation program
Discuss the process of setting up a
simulation laboratory
Discuss the process of expanding a clinical
simulation program
Discuss the process of starting an
interdisciplinary clinical simulation program
Moving from a
Simulation Room
To a simulation suite
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One Mannequin
One patient room with a
control room
One instructor
One scenario
Eighty students!!!!!
Number for HELP desk
Number for Laerdal
Some assembly necessary!!!
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Interested faculty member
Supportive Leadership
Curriculum plan for incorporating clinical simulation
Space
Funding
Mannequin
Faculty Expert(s) (Novice to Expert)
Fidelity Environment
Accessories
Faculty Buy-in
Faculty Education
Technological Support
Maintenance of Lab equipment
Management of student experiences
Selling the Program
Interprofessional use
Director of Clinical Simulation
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Department – Chairperson who supports clinical
simulation as a teaching learning strategy
◦ 2005 Janice Thompson decided to purchase a SimMan
for the Department and build a simulation lab.
◦ 2008 Plans for move to North Haven and Simulation
Suite with 5 simulation rooms
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School – Dean who supports clinical simulation
University – Understanding of the potential of
clinical simulation as a teaching/learning strategy
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Finding a framework to guide the process
◦ Orientation
◦ No practice sessions
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Simulation outcomes
◦ Began in spring semester in our first medical/surgical
course with the care of a postoperative client
◦ Wrote a scenario which included scenario outcomes
Created grading rubric
Scenario was related to NU 303 as an add on assignment,
Pass/Fail
After the second year, I presented a potential plan for
incorporating clinical simulation into all courses
Research on the Experience of Clinical Simulation
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Look to the literature for information on best
practices for clinical simulation
Examine program/course outcomes to
determine how clinical simulation will be used
to meet outcomes
The use of clinical simulation needs to be
examined for each course
◦ Number and type of experiences
◦ Use of clinical simulation in the class room
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Teaching content, Practice, Nursing experience, Team
work, Evaluation
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Attach % points, Pass/Fail, Letter, number grade
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Start with a written
scenario: Laerdal,
International Nursing
Association for Clinical
Simulation and
Learning (INACSL),
Colleague
Start with one course
Conduct a Pilot study
◦ Uncover what needs to
be changed
Don’t jump into the water
unless you know what is there!!
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Current Use:
Fundamentals Course – Fall Junior Year
◦ Therapeutic communication, Client Safety
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Medical/surgical Course – Spring Junior Year
◦ Post-operative assessment, Medication Administration
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Maternity Course – Spring Junior Year
◦ Assessment
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Medical/surgical Course – Fall Senior year
◦ Mock Codes, Chest Tubes
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Leadership Course – Spring Senior Year
◦ Working as a team, Being the nurse
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SNUAC – Post operative assessment of a client with a
C-section, Teaching, New born Assessment
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Future Use
New Curriculum
◦ Integrated Lab - more course objectives could be
met using clinical simulation
◦ Streaming from sim lab to classroom for most
courses
◦ Integration of Electronic Health Record
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What space is available
for setting up a clinical
simulation lab?
Renovate existing
space
Create a space for a
clinical simulation suite
◦ Faculty need to work
closely with technology to
describe technological
needs for running a
clinical simulation
Move to North Haven
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One control room for
each simulation room
◦ Use of desk microphones
◦ Debriefing immediately
after simulation
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If using desk
microphones do not have
rooms set up with
patient rooms back to
back, sound from one
room interfere with
sound from other room
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Budget
Program/course
objectives
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Fidelity depends on
learning outcomes
A realistic environment
as possible is
necessary for
simulating a patient
care scenario and the
promotion of clinical
reasoning
Cost and Waste
What is essential for
learning?
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Grants,
budget
Cost of
Cost of
Cost of
Cost of
etc)
Cost of
Cost of
Cost of
School budget, University
mannequin (40-60K)
room construction
AV equipment (20K)
related equipment (bed,
maintenance
training
staff
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100,000.00 WOW!!!!!
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At least one faculty must
develop expertise
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Nursing knowledge
Teaching knowledge
Simulation knowledge
Technology knowledge
Literature
SUN conferences
Laerdal Training
Other institutions
Practice, Practice, Practice!!!
Super Clinical Simulation Educator
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Faculty education Expert should educate
faculty on potential of
clinical simulation
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Literature
Demonstration
Student testimony
Outcome measurement
Institutional Research
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Laerdal
SUN Conferences
Mentoring
Discussion
◦ Technology
◦ Scenarios
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Role play
Demonstration
Return demonstration
Technology Support
Gonna fly now
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Began with 80 juniors
140 juniors
◦ 45 minute session fall
◦ 45 minutes session spring
◦ Maternity experience spring
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50 SNUAC students
◦ 1 hour session
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140 seniors
◦ Mock codes in fall
◦ Capstone simulation
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Where is clinical simulation placed in the
curriculum
◦ Lab, Course, Clinical
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Is it used in place of clinical time?
How is credit for preparation and successful
meeting of objectives given?
How is faculty time managed, credits?
How does clinical simulation affect faculty work
load?
Will full-time and/or adjunct faculty be used for
teaching
Will simulation technicians be used to run
programmed scenarios?
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Clinical Simulation Policy (should be included in syllabus
or handbook
◦ Stick to policy unless unusual circumstances
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Orientation process (video, hands on)
Number of practice sessions
◦ Limited, unlimited
Evaluation - Number of times student will be allowed
repeat experience
◦ How will this affect grade/passing of course or course component
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Remediation
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Single or group/team experiences
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Length of experience
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◦ Opportunities for practice, mandatory/voluntary
◦ Objectives, faculty resources, technology
◦ Objectives, type of scenario
Number of instructors needed to meet program needs
Scheduling
◦ Wiki
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University Administration
Students are asking
about clinical simulation
during open house
Parents impressed with
simulation as
teaching/learning
strategy
Health care facilities
recognize significance of
clinical simulation
experiences
Getting the word out to
other departments in the
University
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Began with nursing
Individuals in other
departments (OT, PT)
contacted Nursing
Physician Assistant students
Who will set up faculty training
sessions and be responsible
for training
Once faculty are oriented,
nursing signs off
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Concerns – Scheduling
Determining departmental
needs from all departments
Extra workload on current
Laboratory Coordinator
Need for Development of a
Laboratory Manager who is
responsible for training,
student orientation,
troubleshooting, budgeting,
scheduling and simulation
set up for all departments
Approved for 5 extra rooms
Roles develop over time
To meet needs
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Dr. Barrere
prospect.rsc.org
calstate.fullerton.edu
augusta.va.gov
7starspress.com

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