Abstract
Abstract:
This presentation will demonstrate the value of simulation as a teaching strategy in the health sciences. The simulation presented will involve a geriatric female with cognitive problems. It will review how to prepare students for the simulation, how to promote critical thinking and problem solving during the simulation, and how to facilitate a reflective debriefing process after the simulation. Faculty preparation prior to the simulation will also be discussed. Simulation allows students to apply course concepts, practice clinical skills, and utilize critical thinking in a non-threatening environment, and also provides clinical opportunities that are not available in the clinical setting.
Presentation Content:
Summary Statement:
We will present a simulation involving an elderly client who has cognitive impairment that was developed by The National League of Nursing (NLN). Three BCC nursing faculty identified the need to improve beginning nursing student's care giving skills when working with elderly patients. We participated in an NLN research project piloting three Geriatric Simulations, patterned after the NLN's Advancing Care Excellence for Seniors program (ACES), designed for use with pre-licensure RN students. The project involved twelve faculty members who prepared students for the simulation, acted out or proctored the scenarios and facilitated debriefing of the scenarios. One hundred and five nursing students participated in the simulations and debrief. Outcome:
Our goals for the project included getting the students to demonstrate therapeutic communication techniques with the confused, elderly patient, identifying changes in the patient's condition, incorporating the nursing process in patient care, identifying legal and ethical obligations in the situations described, communicating appropriately with other members of the healthcare team, and promoting patient safety throughout the scenario. The faculty prepared students for the simulations by reviewing relevant patient record information and assessment tools that would be used during the simulation. Students were assigned various roles during the simulation including primary nurse, secondary nurse, family member, observer and recorder. During the simulation, students were encouraged to use critical thinking skills to assess what was happening with the patient and develop a nursing care plan. The debriefing afterward helped students to evaluate how effective the care was that they provided to their patient and identify areas for improvement. Evaluations of the program by faculty and students were overwhelmingly positive. As we were piloting the scenarios, our evaluation results were shared with the NLN. One area for improvement that was identified was that the amount of paperwork for each scenario was too large for students and faculty to easily review prior to the simulations. Prior to utilizing the scenarios this semester, we will review all the documents for each scenario and try to consolidate the information to make it easier to review and understand.
Importance or relevance to other institutions:
With the baby boomer population aging, there will be an even greater demand for healthcare professionals who are trained to effectively manage the care of the aging client with multiple health problems and cognitive impairment. Students gain valuable skills that can be applied in the clinical situation when they are given the opportunity to role play care for clients with complex needs in a simulation setting. The simulation setting encourages critical thinking in a less stressful environment. About the speakers: Robin Smith is a Registered Nurse who received her Bachelor of Science Degree in Nursing from the University of Arizona and her Master of Science in Nursing, with an emphasis in Community Health, from the University of Colorado. She has worked in acute care, outpatient care, and homecare settings, as well as working in several management positions. Her clinical specialty areas are oncology, hospice and homecare. She has taught in the healthcare field for over 15 years and has been a full time nursing faculty at Brookdale Community College for the last 8 years. Since working at Brookdale, she has taught several online and hybrid courses and has completed a variety of professional development programs on utilizing technology to promote student success. She also successfully completed the four part National League of Nursing Online Teaching and Learning certification program through Indiana University. She has presented at several NJ educational conferences on a variety of topics including creative teaching strategies and student support services.
Linda Hoffman, MSN, RN, CNE, Professor of Nursing, Brookdale Community College, received her Bachelor of Science degree in Nursing from the College of Staten Island, NY and her Masters of Science in Nursing from Hunter College, NY. She has many years of experience in the acute setting, primarily med/surg, as a staff nurse, nursing care coordinator, and clinical educator. Since 1994, she has been a full time faculty member in the nursing department at Brookdale Community College. Being passionate about creating innovative learning environments that fosters achievement of safe nursing practice and student success, she has had the opportunity to teach nursing students at all levels at Brookdale. She has presented at and attended nursing conferences on "Narrative Pedagogy" and "Information Technology", internationally and nationally. Currently, she is a site visitor and participate on the evaluation review panel for the Accreditation Commission for Education in Nursing (ACEN), having served in that role since 2006.
This presentation will demonstrate the value of simulation as a teaching strategy in the health sciences. The simulation presented will involve a geriatric female with cognitive problems. It will review how to prepare students for the simulation, how to promote critical thinking and problem solving during the simulation, and how to facilitate a reflective debriefing process after the simulation. Faculty preparation prior to the simulation will also be discussed. Simulation allows students to apply course concepts, practice clinical skills, and utilize critical thinking in a non-threatening environment, and also provides clinical opportunities that are not available in the clinical setting.
Presentation Content:
Summary Statement:
We will present a simulation involving an elderly client who has cognitive impairment that was developed by The National League of Nursing (NLN). Three BCC nursing faculty identified the need to improve beginning nursing student's care giving skills when working with elderly patients. We participated in an NLN research project piloting three Geriatric Simulations, patterned after the NLN's Advancing Care Excellence for Seniors program (ACES), designed for use with pre-licensure RN students. The project involved twelve faculty members who prepared students for the simulation, acted out or proctored the scenarios and facilitated debriefing of the scenarios. One hundred and five nursing students participated in the simulations and debrief. Outcome:
Our goals for the project included getting the students to demonstrate therapeutic communication techniques with the confused, elderly patient, identifying changes in the patient's condition, incorporating the nursing process in patient care, identifying legal and ethical obligations in the situations described, communicating appropriately with other members of the healthcare team, and promoting patient safety throughout the scenario. The faculty prepared students for the simulations by reviewing relevant patient record information and assessment tools that would be used during the simulation. Students were assigned various roles during the simulation including primary nurse, secondary nurse, family member, observer and recorder. During the simulation, students were encouraged to use critical thinking skills to assess what was happening with the patient and develop a nursing care plan. The debriefing afterward helped students to evaluate how effective the care was that they provided to their patient and identify areas for improvement. Evaluations of the program by faculty and students were overwhelmingly positive. As we were piloting the scenarios, our evaluation results were shared with the NLN. One area for improvement that was identified was that the amount of paperwork for each scenario was too large for students and faculty to easily review prior to the simulations. Prior to utilizing the scenarios this semester, we will review all the documents for each scenario and try to consolidate the information to make it easier to review and understand.
Importance or relevance to other institutions:
With the baby boomer population aging, there will be an even greater demand for healthcare professionals who are trained to effectively manage the care of the aging client with multiple health problems and cognitive impairment. Students gain valuable skills that can be applied in the clinical situation when they are given the opportunity to role play care for clients with complex needs in a simulation setting. The simulation setting encourages critical thinking in a less stressful environment. About the speakers: Robin Smith is a Registered Nurse who received her Bachelor of Science Degree in Nursing from the University of Arizona and her Master of Science in Nursing, with an emphasis in Community Health, from the University of Colorado. She has worked in acute care, outpatient care, and homecare settings, as well as working in several management positions. Her clinical specialty areas are oncology, hospice and homecare. She has taught in the healthcare field for over 15 years and has been a full time nursing faculty at Brookdale Community College for the last 8 years. Since working at Brookdale, she has taught several online and hybrid courses and has completed a variety of professional development programs on utilizing technology to promote student success. She also successfully completed the four part National League of Nursing Online Teaching and Learning certification program through Indiana University. She has presented at several NJ educational conferences on a variety of topics including creative teaching strategies and student support services.
Linda Hoffman, MSN, RN, CNE, Professor of Nursing, Brookdale Community College, received her Bachelor of Science degree in Nursing from the College of Staten Island, NY and her Masters of Science in Nursing from Hunter College, NY. She has many years of experience in the acute setting, primarily med/surg, as a staff nurse, nursing care coordinator, and clinical educator. Since 1994, she has been a full time faculty member in the nursing department at Brookdale Community College. Being passionate about creating innovative learning environments that fosters achievement of safe nursing practice and student success, she has had the opportunity to teach nursing students at all levels at Brookdale. She has presented at and attended nursing conferences on "Narrative Pedagogy" and "Information Technology", internationally and nationally. Currently, she is a site visitor and participate on the evaluation review panel for the Accreditation Commission for Education in Nursing (ACEN), having served in that role since 2006.
Collection
Subject
Contributors
Duration
00:08:38 (HH:MM:SS)
Language:
English
Target or Intended Audience
adult/continuing education, higher education, college, educator
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2014-03-28
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