DEVELOPING A
MULTI-DISCIPLINARY SIMULATION
HOSPITAL
Presented by: Lee Jerls MSN, RN and Terri Currie BSN, RN
Definition
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Simulation
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An attempt to mimic essential aspects of a clinical
simulation with the goal of understanding and
managing the situation better when it occurs in actual
clinical practice.
A technique that uses a situation or environment
created to allow persons to experience a
representation of a real event for the purpose of
practice, learning, evaluation, testing, or to gain
understanding of systems or human actions (
Definition: Fidelity
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Fidelity
 The
degree to which either a simulation
encounter or simulation equipment approaches
reality (http://sirc.nln.org/mod/resource/view )
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Types:
 Low
fidelity manikins
 Medium fidelity manikins
 High fidelity manikins
Why Simulation?
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“Carnegie Foundation for the Advancement of
Teaching Report” (Benner, Sutphen, Leonard, & Day, 2009)
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“ From focus on covering decontextualized knowledge…to sense
of salience, situated cognition and action in a particular situation;
From a sharp separation of clinical and classroom teaching to
integration of classroom and clinical teaching;
From an emphasis on critical thinking to clinical reasoning and
multiple ways of thinking that include critical thinking; and
From an emphasis on socialization and role taking to an
emphasis on formation.”
Learning Theories
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Constructivism learning therapy
Adult-learning theory
 Brain-based learning theory
 Social-cognitive learning theory
 Experiential learning theory
 Novice-to expert theory
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A new pedagogy??
The Journey…. LSC-K Hospital
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History (2007)
Appreciative Inquiry (early 2008)
 Lack-of-realism
 Roles
and responsibilities
 Orientation to the unit and equipment
 Faculty continuity
 Scenario
development
Literature Review
Jeffries Simulation Model (2005)
S.T.E.P. Educator Preparation Plan
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S.T.E.P.
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Simulation Take Educator Preparation (Jeffries, 2008)
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Standardized Materials
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Train the Trainer
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Encourage the development of a simulation design and
integration team
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Plan to coordinate the simulation development and
implementation activities
S.W.O.T. Method
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Strengths
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Weakness
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Opportunities
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Threats (Rothgeb, 2008)
Integration Into the Program
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Identification of a champion
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Scheduling
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Simple first steps
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Flexibility
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Debriefing (Leigh & Hurst, 2008)
Simulation Design
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Objectives
Planning
Fidelity
Complexity
Cues
Debriefing (Jeffries, 2005)
Evaluation Process
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Debriefing
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Reflection
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Tools
National League for Nursing
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The Simulation Design Scale (student version), a 20-item instrument using a fivepoint scale, was designed to evaluate the five design features of the instructordeveloped simulations used in the NLN/Laerdal study.
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Educational Practices Questionnaire (student version), a 16-item instrument
using a five-point scale, was designed to measure whether four educational practices
(active learning, collaboration, diverse ways of learning, and high expectations) are
present in the instructor-developed simulation, and the importance of each practice
to the learner.
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Student Satisfaction and Self-Confidence in Learning, a 13-item instrument
designed to measure student satisfaction (five items) with the simulation activity and
self-confidence in learning (eight items) using a five-point scale.
•
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http://sirc.nln.org/mod/resource/view
Chickering, A.W., & Gamson, A.F., (1987). Seven principles for good practice in
undergraduate education. Racine, WI: The Johnson Foundation, Inc./Wingspread
Lone Star College- Kingwood Hospital
A day in the life of a student nurse at
LSC-K Hospital…
Lone Star College- Kingwood Hospital
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Mission: to deliver safe and prudent quality care while
maintaining ethical, professional, and culturally acceptable
standards through utilization of evidence-based practice an
innovative technology
Vision: to facilitate the growth of the novice learner to the
expert clinician, enhancing critical thinking skills and selfconfidence in a safe, realistic, and non-threatening
environment.
Orientation Process
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LSC-K Hospital
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Roles and responsibilities
Patient information
Confidentiality form
Scavenger hunt
Equipment
Crash carts
Paging system
Documentation
EMAR
I want to insert a picture here
Report
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Patient Census
 Level
 Roles
and responsibilities
 Primary
nurse
 Secondary nurse
 Family member
 Observer
 Interdisciplinary team
Multi-Patient Unit
Multi-Disciplinary Unit
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Nursing disciplines
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Nursing levels
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Respiratory therapy
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Occupational therapy
Debriefing
References
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2009). Educating nurses: A call for
radical transformation. San Francisco: Jossey-Bass.
Jeffries, P. R. (2005). A framework for designing, implementing, and evaluating
simulations used as teaching strategies in nursing. Nursing Education Perspectives ,
96-103.
Jeffries, P. R. (2008). Getting in S.T.E.P. with Simulations: Simulations Take educator
Preparation. Nursing Education Perspectives , 70-73.
Leigh, G., & Hurst, H. (2008). We have a high-fidelity simulator, now what? making the
most of simulators. International Journal of Nursing Education Scholarship , 1-10.
Rothgeb, M. K. (2008). Creating a nursing simulation laboratory: a literature review.
Journal of Nursing Education , 489-494.