Thursday, July 14, 2011
Katherine L. Hufker, RNC-HROB, MS
Goldfarb School of Nursing, Barnes-Jewish College, St. Louis, MO
Learning Objective 1: Construct a program plan to incorporate simulation as an active learning strategy into the classroom setting in a BSN nursing program.
Learning Objective 2: Define interactive approaches that engage BSN nursing students to critically think and evaluate their learning during simulation.
The purpose of this evidence-based practice change project is to improve nursing students’ exam scores of content focused on the nursing care of woman experiencing pre-eclampsia and eclampsia. This change project will be delivered using human patient simulation (HPS) to advance knowledge and critical thinking skills among BSN students in the upper division program (UDBSN) who are enrolled in the childbearing course. The Kolb model of experiential learning was the framework used to guide this change project. The project will include presentation of the main concepts on pre-eclampsia and eclampsia and the completion of a case study. The students will then complete a 10-question pre-test evaluation. Next, a scenario will be presented in the classroom depicting the care of the woman experiencing pre-eclampsia with worsening symptoms that lead to eclampsia. Then, the students will complete a 10-question post-test evaluation. The simulation involves assessment, intervention and evaluation will occur. The childbearing faculty, Program Director and simulation staff will be involved with the project. Analysis of the collected data provided a framework for preliminary planning of strategies to incorporate simulation into classroom activities. At this time the Program Director of the pre-licensure BSN program and the simulation coordinator were consulted and schedules were adjusted to accommodate this project.
The program was implemented in the summer 2010 and ongoing evaluation is being conducted for students enrolled in UDBSN classes during the fall 2010 and spring 2011. We plan to use evaluations from students, faculty and simulation staff to revise the project and add additional scenarios.
Kolb. D. A. and Fry, R. (1975) ‘Toward an applied theory of experiential learning. In C. Cooper (Ed.),. Theories of Group Process, London: John Wiley.
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