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Learning Objective 1: Upon completion of this session, attendees will be able to describe the components of an integrated simulation model between different levels of nursing student education.
Learning Objective 2: Upon completion of this session, attendees will be able to identify essential aspects for developing and managing simulation scenarios for an integrated model of learning.
Method. A non-scripted, scenario is introduced allowing the team full array of clinical progression. Two to three RN students are introduced into the simulation room with a designated task to complete. Ideally, the RN students identify clinical signs of deterioration and must respond accordingly. The advanced team consisting of two ACNP students is sequestered in an alternate location of the school. SBAR format of communication is utilized between the two teams. ACNP students then determine the need for dispatch to the bedside or telephonic stabilization. Unanticipated physiologic complications are introduced allowing the team to work together in a high stress and acute environment. Following the conclusion of the 30 minute simulation, a debriefing is conducted with the entire team lead by the ACNP students with faculty oversight.
Results. Themes of effective team formation and team leader qualities in a crisis emerged during feedback recruitment. Weaknesses in critical thinking and management of resuscitation equipment were noted.
Conclusion. The use of an innovative and integrative simulation experience has shown promise for continued development. Students identify this experience as highly productive and confidence building in managing acute events in a tertiary facility along with helping to prepare them for interaction within and between teams during a crisis.
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