Simulation

							             PILOTS




HEALTHCARE
Military Training
Aviation Simulation Training




             Hudson River Crash
Anesthesia Simulation
Healthcare Simulation
Features
Respiratory
Treatments




              Chest Tubes
      Use of Simulation in
Healthcare and Nursing Education
  Husson University
Creation of Simulation
    Creating the
Case Study Simulation
Husson University

 •Case Study Simulations
 •Unfolding Scenarios
 •High Risk-Low Exposure

      •Practice in Context—Better
       outcomes

      • Bridge Book Learning to
       “Real” Patients

      • Ethical Concerns and
        Patient Safety
Currently utilized at following levels:
  •Fundamentals
  •Med-Surg I & II
  •Pediatrics
  •Maternal-Child Health
  •Psych-Mental Health
  •Capstone Partnership
                  Benefits


• Learning in a non-threatening environment

• Practice, practice, practice

• Confidence

• Better outcomes

• Improved patient safety
• Development of EBP and Best Practice Utilization
• Current EBP indicates IF designed and utilized
  effectively
       Improved Critical Thinking
       Improved Decision Making
       Improved Content Mastery

•   Costs
•   Process of changing Educational Practices
       Passive to Active Learning
      Why Simulation????
•Today’s Healthcare Environment
     •Acuity is Higher
     •Older Population--multiple co-morbidities
     •Patient’s are sicker
     •Length of Stay in Hospital is shorter



                 ......Yet student’s must learn

      …..Staff must be competent
Current Utilization


•Maine Simulation Programs
  •Educational
  •Healthcare

•Evidence Based Practice
  •Research
  •Pilot Studies
Future Needs of
  Simulation
Bambini, D., Washburn, J., & Perkins, R. (2009). Outcomes of clinical simulation for novice
           nursing students: Communication, confidence, clinical judgment. Nursing
           Education Perspectives, 30(2), 79-82.


Brannan, J. D., White, A., & Bezanson, J. L. (2008). Simulator effects on cognitive skills
           and confidence levels. Journal of Nursing Education, 47(1), 495-500.


Cant, R. P. & Cooper, S. J. (2009). Simulation-based learning in nurse education: Systemic
            review. Journal of Advanced Nursing, 66(1), 3-15.


Dreifuerst, K. T. (2009). The essentials of debriefing in simulation learning: A concept
             analysis. Nursing Education Perspectives, 30(2), 109-114.


Fountain, R. & Alfred, D. (2009). Student satisfaction with high-fidelity simulation: Does it
            correlate with learning style? Nursing Education Perspectives, 30(2), 96-98.


Harden, N. (2010). Use of simulation in teaching and learning in health sciences: A systemic
            review. Journal of Nursing Education, 49(1), 23-28.
Jefferies, P. R., Bambini, D., Hansel. D., Moorman, M. & Washburn, J. (2009). Constructing
              maternal-child learning experiences using clinical simulations. Journal of
              Obstetrics, Gynecological and Neonatal Nursing, 38, 613-623.


Ravert, P. (2008). Patient simulator sessions and critical thinking. Journal of Nursing
             Education, 47(12), 557-562.


Rush, K. L. Dyches, C. E., Waldrop, S. & Davis, A. (2008). Critical thinking among RN-to-
            BSN distance students participating in human patient simulation. Journal of
            Nursing Education, 47(11), 501-507.


Sears, K., Goldsworthy, S. & Goodman, W. (2010). The relationship between simulation in
            nursing education and medication safety. Journal of Nursing Education, 49(1),
            52-55.


Smith, S. J. & Roehrs, C.J. (2009). High-fidelity simulation: Factors correlated with nursing
             student satisfaction and self-confidence. Nursing Education Perspectives, 30(2),
             74-78.


Waxman, K.T. (2010). The development of evidence-based clinical simulation scenarios:
          Guidelines for nurse educators. Journal of Nursing Education, 49(1), 29-35.