A SIMULATOR, 10 STUDENTS,

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A SIMULATOR, 10 STUDENTS, ROLES FOR ENGAGEMENT

• Faculty
• Catherine Bailey RN, PhD
• Christine Kindred RN, MSN, CPNPM
• Michelle Piper RN, MSN
• Student Nurses
• Linda Klein
• David Pollard
• James Powell
• Heather Richard

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Objectives

• Following the presentation, the participant will
  be able to
• 1. Identify strategies to incorporate active
  participation for up to ten students during a
  simulation clinical experience (SCE).
• 2. Develop resource materials to be used by
  students in adjunctive roles.
• 3. Prepare students to assume the character of
  assigned roles.

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Time Versus Resources

• 100 students/class
• 4 Full time clinical faculty/course
• Faculty to student ratio 110
• Competition from other courses for simulators and
  lab space

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Logistical Model for a SCE

• Half of the group actively gives care during SCE
  1, while the other half performs adjunctive
  roles.
• The students switch roles during SCE2
• Preselected responsibilities for all

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Benefits of this Logistical Method

• Everyone becomes engaged with roles
• First time caregivers
• Observe the big picture of the SCE and
• Evaluate their performance afterwards
• Second time caregivers
• Develop confidence from watching the first time

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Benefits of this Logistical Method

• Students utilize each other vs. faculty as
  teacher
• Faculty allow decisions to be student driven
• Each group has a unique experience and outcome

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Student Responsibilities

• Direct Caregivers
• Primary Nurse
• Treatment Nurse
• Assessment Nurse
• Medication Nurse
• Documentation Nurse

• Adjunctive Roles
• Family Member
• Pharmacist
• Lab/Physician/Radiology
• Observer 1
• Observer 2

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• Primary Nurse
• Coordinates care of patient
• Prioritizes needs
• Communicates with family and lab/physician
• Treatment Nurse
• Performs any necessary procedures

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• Assessment Nurse
• Performs head-to-toe and focused assessments, and
  vital signs
• Medication Nurse
• Administers medications and blood products
• Documentation Nurse
• Documents care given

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• Family Member
• Provides drama
• Provided with background script for family
  dynamics
• Given props such as wig or shawl
• Pharmacist
• Helps students with unfamiliar medications and
  compatibility issues
• Given edited Lexi-comp printout of medications,
  compatibility charts, blood transfusion protocol

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• Lab/Physician/Radiology
• Relays test results or new healthcare provider
  orders
• Given series of ifthen contingencies
• Briefed on what data must be given (e.g. patient
  name, MRN, VS, assessment)
• Observer 1 and 2
• Peer evaluates care given
• Given checklist of minimal expected behaviors

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Lessons Learned

• Students need to be prepared
• Observer role players provide drama
• Script for student roles helps with flow

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Future Implications

• Faculty preparation takes additional time but
  this method allows for 10 students to participate
  at a time.
• The objectives of a SCE are not limited to a
  focus on clinical nursing skills but also
  communication in a realistic healthcare setting.

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References

• Bremner, M., Aduddell, K., Bennet, D.,
  VanGeest, J. (2006, July/August). The use of
  Human Patient Simulators Best Practices with
  Novice Nursing Students. Nurse Educator,
  31(4),170-174.
• Egan, J., Piper, M., Kindred, C., Fried, N.,
  Bailey, C., Texas Woman's University - Dallas.
  (Rev. 2 December, 2005). Perioperative care of a
  patient scheduled for a Cholecystectomy.
  Sarasota, FL. Medical Education Technologies,
  Inc.
• Jeffries, P. (2005, March/April). A Framework for
  designing, implementing, and evaluating
  simulations used as teaching strategies in
  Nursing. Nursing Education Perspectives, 26(2),
  96-103.
• Joint Commission Perspectives on Patient Safety.
  (2005, February). The SBAR Technique Improves
  communication, enhances patient safety. Joint
  Commission on Accreditation of Healthcare
  Organizations 5(2), 1,2, and 8.