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In Situ Simulation: Integrating into the Clinical Environment

In Situ Simulation: Integrating into the Clinical Environment. Mike Nickerson DNP, APRN, FNP/GNP-BC, CEN, NREMT-P Clinical Simulation Coordinator Exeter Hospital, Exeter, NH Mnickerson@ehr.org. Disclosures. NONE. Objectives.

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In Situ Simulation: Integrating into the Clinical Environment

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  1. In Situ Simulation:Integrating into the Clinical Environment Mike Nickerson DNP, APRN, FNP/GNP-BC, CEN, NREMT-P Clinical Simulation Coordinator Exeter Hospital, Exeter, NH Mnickerson@ehr.org

  2. Disclosures NONE

  3. Objectives • Discuss the process of integrating In Situ simulation into clinical education. • List the “Pros” & “Cons” of In Situ simulation • Demonstrate a practical application of In Situ simulation in a clinical setting

  4. Definition In Situ1 • “in the natural or original position or place” • Latin for “in place” • In Situ Simulation • Simulation that occurs in the physical environment of the target audience. • A way to practice and plan for low volume but high risk patient scenarios 1Merriam-Webster, 2011, http://www.merriam-webster.com/dictionary/in%20situ

  5. SimLab vs. In Situ Simulation

  6. “But Mike, how do you do that voodoo you do so well?”

  7. Assemble your team • Representative of all stakeholders • Educators, Simulation Experts, Senior Management, Unit Management, Clinical Staff, Medical Staff, and Support Staff • Usually, one person can answer for multiple stakeholders in order to avoid a large team. • Identify your champions • Have policies & procedures in place prior to first meeting

  8. Plan, Plan, Plan Your Program Is Only As Good As Your Plan • The Plan • Should follow an already established procedure • Always start by identifying the program objectives • “Who is our target audience?” • “What do we want to achieve with training?” • “When will we do the training?” • “Where should we do the training to best achieve our desired outcomes?” • “Why should we do this training” • “How will we achieve our desired outcomes?”

  9. Plan, Plan, Plan Simulation Should Fit Your Objectives, Not Your Objective To Fit Simulation • The Objectives • When possible use an already established curriculum as a guide • Learner-centered, experiential objectives work best with simulation • After writing the objectives, ask this question: • “How will simulation enhance the curriculum and help achieve the objectives?”

  10. Plan, Plan, Plan The Simulation Questions • Low tech or high tech? • SimLab or In Situ? • Written scenario or “on-the-fly”? • Fidelity, Fidelity, Fidelity • “What level of realism do I need?” • Environmental • Psychological • Physical

  11. Building The Program

  12. The Foundation • Establish your SimLab educational program • Credibility of Sim Educators • Less stressful environment for learners •  enjoyment • Helps establish simulation as a viable educational tool • Get used to using interactive scenarios and manikins • Incorporates a more traditional educational approach • Can meet multiple learning styles • “See One, Do One, Teach One” • Time frames much more dynamic

  13. The Foundation • Introduction of In Situ simulation program • Build off of lessons learned from your SimLab program • Curriculum design • Scenario design • Working with stakeholders • Educate your educators • More than just a mock code • Logistical constraints • Educate your Champions • Unit disruptions • Time constraints • A much richer educational experience

  14. The Foundation Logistics, Logistics, Logistics • Equipment • “What equipment do we need?” • “How will we get it to the unit?” • “Who will be responsible for moving the equipment?” • “Where will we set-up the equipment?” • “How much time do we need to set up and take down the equipment?” • “What unit equipment & supplies can we use?”

  15. The Foundation Logistics, Logistics, Logistics • Equipment • Develop an equipment & supplies checklist • Assign 1 person to be in charge of moving equipment • Put together travel totes • Color code all connections; Label all cables & cords • Plan ahead; be prepared for the unexpected

  16. The Foundation Logistics, Logistics, Logistics • The In Situ simulation • Develop policies and procedures • “Does proposed program meet our Simulation Program’s mission, vision and values?” • “Who is the lead simulation educator for this program?” • “Who is the unit point person?” • “Do the program objectives require this level of environmental fidelity?” • Scenario Development • Should be a joint effort between all stakeholders • Follow a prescribed outline

  17. The Foundation Logistics, Logistics, Logistics • The In Situ simulation • The Participant Wrangler • Need to “encourage” the unit leadership to take on this role • Identify the key players • How many and what types of participants do we need • What is the plan if unable to secure key participants • No shows and Cancellations • Who can cancel a program? • Timeframe for cancellation? • If no shows up, what next?

  18. The Structure Theoretical Framework • Find one that fits with your organizational mission, visions and values • Consider the choice of a TF a journey of discovery with your educators • Use it as your guide to curriculum design

  19. The Structure Adapted from: Jeffries, P. R. & Rogers, K.J., 2007, Theoretical Framework for Simulation Design. In P. R. Jeffries (Ed.), Simulation in Nursing Education: From Conceptualization to Evaluation (p. 23). New York: National League for Nursing.

  20. The Structure Evaluate the Request • “Is this consistent with overall simulation program goals?” • “Do we have the personnel available to undertake this request?” • “Are the objectives of the proposed In Situ simulation better achieved in the simlab?”

  21. The Structure Evaluate the Request • “Does the proposed location meet the requirements for a successful In Situ simulation experience?” • Size of space • Observer space • Debriefing space • Achieves necessary fidelity • “How likely are the proposed participants to show up?”

  22. Standardized Request Form

  23. The Structure Plan the In Situ Simulation • Assign a lead sim educator • Representative sample of stakeholders • Choose a lead stakeholder • Refine objectives • Develop scenario(s) • Meet with sim team • Logistics • Assignments

  24. The Structure Plan the In Situ Simulation • Use an established outline

  25. The Finish Work “An ounce of prevention is worth than a pound of cure.” • Test the scenario • With the educators and stakeholder lead(s) • In the SimLab • If possible, on the unit • Huddle with sim educators prior to start • Review roles • What’s not working! • Plan B, C, & D • Sync watches

  26. Completion • Debriefing • Separate room or same room? • Use of video • Equipment constraints • Time constraints • Control of the crowd • Keeping to the objectives • “What do we do with all of the excellent suggestions for process improvement we are getting?” • Leave time for evaluations

  27. On-going Structural Maintenance • Evaluations • Review & collate to look for trends • Follow-up • Sim educator lead to meet with unit team to continue process improvement discussions • Summary of simulation • Sim educator lead meets with recorder • Send to all stakeholders • Acknowledge the learners time commitment and dedication to learning

  28. On-going Structural Maintenance • Sim Education Team Debrief • Review evaluations • What went well; What didn’t go so well • Suggestions for improvement • Equipment & supplies • Assure follow-up with stakeholders

  29. In Situ in Action Vaginal Birth After Cesarean

  30. VBAC SimulationPlanning

  31. VBAC SimulationPlanning Things to do for preparation: • Mock up uterus/skin • Equipment up to EH day prior • Gail getting paperwork prepped week prior (roster, eval, certs) • Observers/educators with badges and/or colored scrubs • Emphasize to participants that educators and observers may not talk, prompt or help. If they need more help they need to request who they would want to help (i.e RRT Pedi; Code Maroon-OBS) • Look for role clarification • Educate OB where the abdomen is to make incision on manikin • Use non-staining product to use for mock blood

  32. VBAC Simulation The Scenario

  33. VBAC SimulationThe Scenario

  34. VBAC SimulationImplementation Set-up

  35. VBAC SimulationImplementation Set-up

  36. VBAC SimulationImplementation Simulation Begins

  37. VBAC SimulationImplementation

  38. VBAC SimulationImplementation Making the Incision

  39. VBAC SimulationImplementation

  40. VBAC SimulationImplementation Facilitating & Preparing for Newborn

  41. VBAC SimulationImplementation Newborn Resuscitation Team

  42. VBAC SimulationImplementation

  43. VBAC SimulationImplementation Closing the Abdomen Scenario Ends

  44. VBAC SimulationFollow-up

  45. VBAC SimulationFollow-up

  46. VBAC SimulationFollow-up

  47. QUESTIONS? Is there an interest in starting a local simulation networking group?

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