This study was performed to provide unique educational opportunities in an undergraduate baccalaureate program by infusing technology into an elective Perioperative course and have students gain skills needed to safely and successfully function in a perioperative environment.
Methods:
Most baccalaureate nursing education programs have little exposure to the perioperative nursing. An innovative educational program infused with technology was developed between a College of Nursing and a Magnet Hospital to enhance the workforce in the specialized practice setting of Perioperative nursing. Recruitment of Perioperative nurses is challenging, due to the lack of exposure to the perioperative setting during academic and clinical experiences in nursing school. Utilizing simulation students worked in a complex and technologically advanced area.
The use of technology and high fidelity simulation provides students growth opportunity to determine if the student is a good-fit for the Perioperative setting. Via simulation and practical precepted clinical experience students were introduced to core concepts of perioperative nursing, the role, standards of best practice and principles of quality and safety. As the student is exposed to high fidelity simulations, situations and conditions they might not otherwise observe in a traditional nursing curriculum. Enhancing the curriculum with these simulations helps prevent random clinical experience, instead all educational experiences have specific learning objective that students become familiar with situations that will actually occur in the perioperative setting.
Using mixed methodology, the study was designed using a triad of pedagogical strategies, a two credit elective course with high fidelity simulation experiences, a technologically rich 200 hour precepted capstone learning experience and potential placement in an operating room fellowship program as well as summative and formative evaluation. The study was an analysis of qualitative and quantitative data, students participated in a program evaluation and provided narrative, open ended responses describing how the education impacted their confidence and competence.
Results:
Students describe the impact of the unique educational experience as having a positive effect related to: gaining familiarity with perioperative skills, operating room technology, robotics, critical thinking skills, communication techniques and confidence to transition into the role of the Perioperative nurse. The study yielded students that describe themselves as competent graduates. The study also helped students’ identity the perioperative area as one they would not want to continue working in upon graduation. Upon completion of the study, hospital administration calculated a cost saving of orientation time to the hospital.
Conclusion:
A triad of pedagogical strategies leads to a more competent novice Perioperative nurse. The study generated positive outcomes of student knowledge acquisition, confidence and competence to practice safely in the specialized area of perioperative nursing. By transforming educational practices, a formalized relationship has been developed to meet the students’ educational needs and the practice setting needs leading to employment of competent graduate nurses and admittance into an OR fellowship.