Simulated Learning Experience in a First Year Nursing Course

January 6, 2018 | Author: Anonymous | Category: Social Science, Psychology, Social Psychology
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SIMULATED LEARNING EXPERIENCE IN A FIRST YEAR NURSING COURSE: LESSONS LEARNED Lisa Keenan-Lindsay RN, MN Professor of Nursing Seneca College

WHAT IS SIMULATION LEARNING EXPERIENCE (SLE) 

SLE provides a realistic re-enactment of clinical situations in which the student is able to step into a role in a non-threatening learning environment (Schoening, Sittner, & Todd, 2006)



Can be used to learn a variety of skills through different modalities …

High fidelity

… Medium fidelity …

Low fidelity

http://www.ocean.edu/academics/programs_of_study/nursing/virtual.htm

WHY USE SLE? 

Incorporates active engagement, shared responsibility for learning and reflection



Fosters development of clinical and critical thinking skills to enhance patient care in safe environment



Allows student to make mistakes and learn from the consequences without harming patient



Increases confidence (and decreases anxiety related to new skills)



Can incorporate many skills into scenarios

FIRST YEAR NURSING COURSE 

Clinical course: 8 students



Curriculum shift 



Learning objective for course 





Older Adult OR Maternal Newborn

To provide care to a patient in each clinical area

Simulation lab experience 

Fall 2011: 2 weeks = 20 hours



Winter 2012: 1 week = 5 hours

Classroom experience 

Incorporated some scenarios into theory class

SLE EXPERIENCE: LAB 

Student Preparation



Introduction



Scenario: Realistic 

Time-outs



Debrief



Written reflection

DEBRIEF 

“facilitated or guided reflection in the cycle of experiential learning” Fanning & Gaba (2007)



Primary place of learning



Reflect on and discuss their actions and those of others …

Self-evaluation by students is best



Can improve student’s evaluation skills



Need to give objective evaluation

DEBRIEF



Need instructors with expertise in area and experience with simulation



Research needed: what is better – individual or team debriefing



Video-taping



If time permits may run through scenario again with new learning

http://maasd.edublogs.org/2010/01/17/creating-an-environmentwhich-meets-student-learning-needs/

STUDENT REFLECTION 

“turning experience into learning” (Ness et al, 2010) …

Were able to realize that they focused more on tasks than on developing relationships with patients



Students want more experiences like this



Recognize that SLE provides valuable practice that can benefit their clinical competence and skills



Application of nursing theory to clinical practice



Incorporated knowledge from other courses

http://www.sde.ct.gov/sde/cwp/view.asp?a=2609&q=320242

LEARNING: OUR EXPERIENCE 

Assessments & Health teaching



Communication with patients and families



Skills were transferable to other areas of nursing



Incorporated knowledge from other courses



Hands-on learning environment can be more valuable than didactic education (work well together)



Increases students confidence & enthusiasm



Team work



Critical thinking: Aha moments! http://changizi.wordpress.com/2010/09/09/why-we-have-aha-moments/

LEARNING 

SLE will never replace clinical experience but can give students opportunities to experience different areas



Students learn and retain skills better when learn in environment of emotion, laughter and social experiences



Students enjoyed experience



Student anxiety



Great teaching experience



Provided consistency



in marking for part-time clinical teachers

http://jamesbrauer.com/you-do-realize-its-about-learningright/student-learning/

STUDENT FEEDBACK 

“great way to apply theory to practice”



Felt information could be applied to other clinical situations



Realized how biases affected how they give care



“will now be able to incorporate family into care I provide”



“able to take your time and make mistakes”



Equipment made everything feel “real”



If it wasn’t for sim lab I would never really know how to build a therapeutic relationship with a patient in the hospital



Felt less “ripped off”



Feedback was useful

CHALLENGES 

Cost of simulators



Cost of trained faculty (resource intensive)



Teachers need training in use of simulator as well as debriefing



Ideal if have lab that resembles clinical environment

CLASSROOM SIMULATION 

Learning: eliminated didactic class time (showing rather than telling)



Students needed to come prepared



Many students did not want to be nurse



Need buy-in from teachers in class – takes away class time



Teachers need to feel comfortable with equipment



http://www.hhs.gov/ash/initiatives/hai/training/

NEXT STEPS



Collaborative, inter-professional opportunities



Students want more simulation experiences



Research: are the students able to take this new learning into other clinical areas



Move into classroom and possibly 1st semester skills lab class

http://gratitudeplanet.com/2011/01/28/there-is-always-the-next-step/

http://esriaustralia.wordpress.com/tag/cloud/

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