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Developing and Implementing Simulation - Oklahoma Health Care

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Developing and Implementing Simulation - Oklahoma Health Care Powered By Docstoc
					     Cheryl Feken Dixon RN MS
  Assistant Professor of Nursing
Clinical Simulation Coordinator
      Tulsa Community College
            cfeken@tulsacc.edu
Goal of the Session
 Describe resources available for identifying
  simulations applicable to the facility or educational
  needs
 Discuss resources that facilitate the process for
  simulation writing
 Identify tools needed for
  simulation writing
 Develop a simulation
Resources
 Risk Management Team
    http://www.medlaw.com/healthlaw/HOSPITAL/6_2/nu
     rse-charged-with-felony.shtml
 Joint Commission (National Patient Safety Goals)
    http://www.jointcommission.org/
    http://www.jointcommission.org/patientsafety/national
     patientsafetygoals/
 IOM
    http://www.iom.edu/
 Hospital Education Department
 Malpractice cases/Nurse Lawyers
Resources for Simulation Ideas
 Assess for unit needs or
  course needs
 Essential experiences
  needed
 Psychomotor skills
 Education
   Theory content
 Case studies
                             often include history,
 Clinical experiences       symptoms, lab values etc
    Care plans
 Journal articles
 Resources to Guide the Process
 International Association for Clinical Simulation Learning
  (INACSL)
    www.INACSL.com
    http://www.inacsl.org/2009Conference.pdf
 Society for Simulation in Health Care
    http://www.ssih.org/public/
 Simulation Innovative Resource Center (SIRC)
    www.SSIR.com
 Resources to Guide the Process
 University of Miami
   http://academy.sonhs.miami.edu/content/view/43/126
 Laerdal
    http://www.laerdal.com/default.asp
    http://www.laerdal.com/usa/flash/vitalsim/
 Meti
    http://www.meti.com/index.html
Designing the Scenario
 Determine Purpose
   Knowledge acquisition/skills
    proficiency/critical thinking
    evaluation
 Determine environment
 Flow of the simulation
 Participants
 Type of manikin
 Operation mode of manikin
 Equipment requirements
 Peer review/Revisions
Essential
 Assessment/Diagnosis
    Identify what the participant needs to know
 Essential for developing
    Tool – writing the simulation
    Determine outcomes/learning objectives
 Level the experience appropriate for
  the participant
   Evaluate participant’s current skill sets
   Evaluate participant’s critical thinking

  (Novice/Advanced Beginner/Competent/Proficient/Expert)
Plan
Tool – writing simulation
 Why use a tool
   Organize thoughts
       Outcome objectives & cognitive skills
   Identify needs – for the mannequin, props for the room etc
     Guide the set up
     Guide the participant preparation

 Scenario Planning Tool
   Simulation in Nursing Education
    From Conceptualization to Evaluation
   INACSL list-serve
   Simulation User Network
       http://simulation.laerdal.com
Identify Outcomes/Objectives
 What do you want the
  participant to gain from
  this experience?
         Leveled appropriately
         Right mannequin
         Right equipment


 Recognize and manage post-
  operative complications
 Administer blood products
  utilizing hospital protocol
                     Cognitive Skills
 What knowledge does
  the participant need to
  bring to this simulation
  experience?

 Care of post-op client
 Pain management
    Pharmacologic and non-
     pharmacologic
Critical Components
 Adequate preparation
 Demeanor of the
  individual running the
  simulation the
  simulation
 Debriefing at the
  conclusion of the
  experience
Getting Started
Writing and
Programming
a Scenario
Live
Demonstration
Picking the Right Manikin for the Job
Vital Sim Capabilities
 Variety of sounds with volume settings 0-9
 Heart sounds - 8
   normal, systolic & diastolic murmur, aortic stenosis, Austin flint
    murmur, friction rub, mitral valve prolapse,
 Heart Rhythm – 24
 Breath sound- 8
   L and/or R lung
   normal, course & fine crackles, pleural rub, pneumonia, rhonchi,
    stridor, wheezes, no sounds)
Vital Sim Capabilities
 Bowel sounds - 4
 Fetal heart sounds
 Vocal sounds - 7
 Breathing rate 0-60 in increments of 2
 BP - increments of 2
 IV therapy
 Wound sets
Vital Sim Capabilities
Wounds           Secretions
  Vital Sim Capabilities
Broken Bones       Ostomy
Vital Sim Capabilities
PEG Feedings    Head Injury
High Fidelity
 SimMan G3                    istan
    http://www.laerdal.com       http://www.meti.com/p
     /doc/33202760/SimMan          roducts_ps_istan.htm
     -3G.html                  MetiMan
 SimMan                          http://www.meti.com/d
    http://www.laerdal.com        ownloads/metiman_nur
     /doc/7320252/SimMan.          se_031609.pdf
     html
References
   Bremner, M., Aduddell, K, Bennett, D. VanGeest, J. The use of human patient simulators: best
    practices with Novice nursing students. Nurse Educator. 2006; 31(4): 170-174.
   Jeffries, R. A framework for designing implementing, and evaluating simulations used in teaching
    strategies in nursing. Nursing Education Perspectives. 2005; 26(2):96-103.
   Lamontagne, C., McColgan, J., Fugiel, L., Woshinsky, D., Hanrahan, R. Clinical simulation in nursing
    education. 2008; 4(1)
   Seropian, M., Brown, K., Gavilanes, J., Driggers, B. An approach to simulation program development.
    Journal of Nursing Education. 2004; 43(4) : 170-174.

				
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posted:1/10/2013
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