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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.
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