A SIMULATOR, 10 STUDENTS, ROLES FOR ENGAGEMENT

1. 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

2. 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.

3. Time Versus Resources 100 students/class 4 Full time clinical faculty/course Faculty to student ratio 1:10 Competition from other courses for simulators and lab space

4. 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 SCE#2 Preselected responsibilities for all

5. 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

6. 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

7. 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

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

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

10. 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

11. Lab/Physician/Radiology Relays test results or new healthcare provider orders Given series of if�then 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

12. Lessons Learned Students need to be prepared Observer role players provide drama Script for student roles helps with flow

13. 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.

14. 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.