Implementing and Managing Integrating Simulations Within and Between Various Levels of Nursing Student Education

Tuesday, 19 November 2013: 10:40 AM

Benjamin A Smallheer, PhD, RN, ACNP-BC, CCRN
School of Nursing, Vanderbilt University School of Nursing, Nashville, TN
Joshua Squiers, PhD, MSN, ACNP-BC
Vanderbilt University, Nashville, TN
Nathan E. Ashby, MD
Vanderbilt University Medical Center, Nashville, TN

Learning Objective 1: 1.The learner will be able to describe the components of an integrated simulation model between different levels of nursing student education.

Learning Objective 2: 2.The learner will be able to identify essential aspects for developing and managing simulation scenarios for an integrated model of learning.

Background.                 The use of simulation in nursing education has grown in both frequency and level of fidelity to clinical reality. Schools of nursing, as well as regulating bodies, are identifying simulation as a positive contribution to the academic curriculum, allowing simulation to substitute for clinical hours.  A model of simulation that incorporates students of various levels and between programs of study into a single simulation session provides significant benefits to all participating students.

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.