Sunday, 8 November 2015: 11:20 AM
Kristy L. Oden, DNP, MSN, BSN, ADN, RN, APRN, FNP-BC
Online College of Nursing, University of North Alabama, Florence, AL, USA
The utilization of high-fidelity simulation in the education of baccalaureate nursing students has become standard practice. It has been proven that students are able to transfer the knowledge gained in the simulated setting to the clinical setting. Simulation faculty at The University of North Alabama College of Nursing wanted to improve the realism factor of simulations, feeling that students did not associate the simulator with an actual patient. Faculty wanted students to feel engaged in the learning experience and knowing that realism is, at least in part, determined by the environment, a video to provide introductory visual and auditory narrative context to a Cardiac Arrest Simulation was developed. The video consisted of three sections followed by a transition to the simulation. The initial section begins with a pictorial journey through the hospital, ending in the patient’s room where a conversation is observed between the patient and his daughter. The conversation provides some exposition of the patient’s condition while giving the students an introduction to the patient as a real person. Visual clues such as a hat, mustache, and personal belongings were carried over from the video to the simulated patient. As the conversation between the patient and daughter ends, report, using the SBAR method is presented. Graduating nursing students were utilized to report off to their peers, students in the simulated environment. Finally, the video fades as the students hear a crashing sound, the beginning of the simulated experience. The introductory video sets the stage for the students, improving realism and facilitating transfer of knowledge from one setting to another.
Method: Fourth level baccalaureate nursing students completed a survey following completion of the cardiac arrest simulation. The survey measured whether or not the video introduction and report improved the realism of the simulation, if the SBAR report was complete, and if the student felt that an introductory video to additional simulations would be effective.
Results: The findings indicated that 6 out of 7 students felt that the video introduction and report improved the realism of the simulated experience (avg=3.857143). Also, students indicated that they would like to see more video introductions and reports utilized in the simulated environment (avg=4.28514).
Conclusion: The use of an introductory video and report heightens visual and auditory senses leading to increased student engagement and improves realism in the simulated environment, thus continuing the transfer of knowledge from one setting to another.