Poster Presentation

Wednesday, July 11, 2007
9:00 AM - 9:45 AM

Wednesday, July 11, 2007
2:45 PM - 3:30 PM
This presentation is part of : Poster Presentation I
EBP Nursing Education Mandate: Simulated Learning Experiences
Barbara Krainovich-Miller, EdD, APRN, BC, Maja Djukic, MS, RN, and Melissa Lowry, MS, RN. College of Nursing, New York University, New York, NY, USA
Learning Objective #1: Discuss the essential components of implementing a high fidelity human patient simulator “on campus clinical” learning experience for baccalaureate nursing students’ final clinical course.
Learning Objective #2: Discuss strategies to provide a “safe debriefing environment” as the final HFHPS component to enhance students’ self-evaluation skills necessary for providing quality patient care.

NYU College of Nursing’ Nursing Education Master’s (NEMS) students along with faculty of its BS program implemented a high fidelity human patient simulator (HFHPS) on-campus clinical learning experiences in a final clinical course of its baccalaureate program. The aim was to better prepare its BS graduates to address the nation’s patient safety issues while providing a consistent learning experience and a supervised teaching practicum for NEMS students. This initiative also addressed the nation’s continued nursing faculty shortage, in particular its shortage of well qualified faculty to teach students in complex health care agencies where patient safety is paradigm. The resources of a cohort of NEMS students developed and implemented, under faculty supervision, this initiative using Laerdal™  Sim-Man™. An extensive literature review of  HFHPS and EBP related to COPD and CHF was conducted to create realistic clinical scenario/scripts. A panel of six expert faculty reviewed the entire scenario/scripts which included: 1) identified equipment, props, and the various staff resources; 2) HPS information guidelines including clinical dress requirements; 3) algorithms for each resource role; 5) video taping the HPS session for use prior to debriefing; 6) a debriefing guide; 7) student evaluation form. Unique to this program was the use of NEMS students, who under the supervision of a FT faculty member, conducted the HPS sessions including playing the resource staff roles and facilitating the debriefing session. BS student evaluations of the HPS sessions were all positive. All stated that it was the best clinical learning experience they had, wished each clinical course had a simulation component and loved the NEMS students playing the roles and acting as the clinical expert and supportive panel during debriefing. The BS students were able to self-evaluate in a “safe debriefing environment” especially the things they did “wrong” that may very well have jeopardized patient safety.