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Morgan and Reed Prezi Presentation

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Dana Morgan

on 1 April 2016

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Transcript of Morgan and Reed Prezi Presentation

Simulation
Quality and Safety Education for Nurses (QSEN)
Accrediting Bodies
Root to Tip Results
Benefits of Simulation


Interdisciplinary Simulation
Core Competency Outcomes
The Use of Simulation in Nursing Education: Helping Our Students Grow.
Patient Safety
Institute of Medicine (IOM)
Critical Thinking
Evidence Based Practice
The prevention of harm to patients (IOM, 2004)

Medical errors result in the death of 220,000-440,000 patients and 6.1 million injuries every year (QSEN, 2015)
Goal: Address the challenge of preparing future nurses with the knowledge, skills, and attitudes necessary to continuously improve the quality and safety of the health care systems in which they work (QSEN, 2013).

Focus on patient centered care, team work and collaboration, evidence based practice, quality improvement, safety and informatics.
The conscientious use of current best practice from high quality research studies, clinician expertise, and patient values and preferences (Meakim et. al., 2013).

Only 10% of nurse executives perceived new grad nurses as fully prepared to give safe and effective nursing care, only 25% of them were satisfied w/ new grads clinical skills (Berkow et. al., 2009)
The ability to gather and comprehend data while recalling knowledge, skills, and attitudes about a situation as it unfolds (Meakim et. al., 2013).

Critical thinking is influenced by previous experiences, problem-solving, and reasoning abilities.
As patient needs and care environments
have become more complex, nurses need to attain
requisite competencies to deliver high-quality
care.

Competencies also must move from task based proficiencies to higher-level competencies that provide a foundation for care management knowledge and decision-making skills under a variety of clinical situations and care settings.
Provide guidance for nurses to learn and practice to the fullest extent, providing safe, effective and efficient care to their patients.
Allows participants to develop or enhance knowledge, skills, and attitudes or analyze and respond to realistic situations in a simulated environment (Meakim et. al., 2013).
Research indicates that students who utilized simulation training throughout their nursing program performed better in the clinical setting, had higher self confidence levels and better critical thinking skills.
Students Perception of Benefits R/T High Fidelity Simulation (HFS)
HFS contributed to the development of critical thinking skills

Repeated exposure to HFS allowed development of clinical competency

Repeated exposure to HFS helped build self-confidence when providing safe care for patients w/ altered physiological and mental health conditions

HFS helped integrate the knowledge learned in class into practical clinical situations

Repeated experiences w/ HFS revealed their lack of knowledge about clinical practice

(Kaddoura et. al., 2015)
Retention and Application
Research by Issenberg and colleagues (1999) demonstrates that simulation technology improves student acquisition and retention of knowledge better than traditional lectures

NCSBN states that simulation allows students to facilitate the link between theory and practice, increase learners' ability to synthesize knowledge, and promote insight (2005)
Low Fidelity Sim
Case studies, concept mapping, role-playing, use of static mannequins to immerse students in a clinical situation or practice of a specific skill (NLN-SIRC, 2013)
Mid-level Fidelity Sim
Relies on a two dimensional focus experience to problem solve, perform a skill and make decisions or the use of mannequins that have breath and heart sounds and/or pulses (NLN-SIRC, 2013)
High Fidelity Sim
Full scale computerized patient simulators, virtual reality or standardized patients that are extremely realistic and provide a high level of interactivity and realism for the learner (NLN-SIRC, 2013)
Common Types of Simulation
This graph represents the scores from 5 nursing competencies comparing traditional learning and active (simulation) learning . The results show that the active learning group scored higher in all 5 competency domains.

These domains incorporate information and knowledge that is expected for the competent graduate nurse to exhibit. Each domain reinforces at least some aspect from the roots of our prezi tree.
Faculty Role
Faculty attitude and level of engagement w/ students play a critical role.

Faculty must be empowered to use active learning strategies in the classroom and clinical settings.

Faculty that incorporated active learning activities showed confidence and had positive outcomes during student simulations.

(Shin et. al., 2014)
Most studies showed that active learning and simulation improved students critical thinking, clinical performance competency and clinical judgement skills.

Simulation provides a risk-free approach to learning in a realistic environment that allow students to construct knowledge, explore assumptions, and develop psychomotor skills in a safe setting (Foronda et. al., 2013)

HFS helps fill the gap between the demands of current nursing practice and the nurses' education for that practice (Benner et. al., 2010)

This short video clip shows students from USF collaborating together to demonstrate an emergency care simulation.
Presented by:
Dana Morgan, MSN, RN, CMSRN
Lu Ann Reed, MSN, CRRN, BC-RN, LNHA, WCC, DWC

Informatics Solution to the Problem
(Implementation of)
(Implementation of)
(Implementation of)
Examples: AACN, NLN, OBN, HLC, NCSBN
Problem:

The complexity of the current healthcare environment poses challenges to students and new graduates whose knowledge and skills are evolving. Lack of critical thinking skills, clinical competence, theory integration and self confidence can put a patient at risk for harm.
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