Simulation in Nursing Education

In Class simulation

• High school students will implement the skills learned in class for CPR and First Aid
• A combination of low fidelity simulation using moulage and a high fidelity simulation manikin will be used for the activity.
• The class of 16 students will be divided into small teams of 2-3 people.
• Students will enter a room, encounter a manikin with visible injuries and are given a scenario.
• Based on the types of injuries of the manikin, students will work together to assess the patient and situation and respond appropriately.
• I will control the manikin's vital signs based upon potential complications and/or improper care.
• Effectiveness of the simulation will be determined by the student's abilities to provide a minimum of 80% appropriate treatment after having practiced skills such as CPR, AED usage, controlling bleeding, treatment of shock, and anaphylaxis.

online simulation activity

• High school students will implement the skills learned in class for CPR and First Aid
• An online learning, low-fidelity simulation will be used.
• The class of 16 students will complete the activity alone.
• Students will log on to the LMS and enter an "escape room" formatted, patient care scenario. Students will be given information, see picture of a patient with injuries or illness.
• Based on the types of injuries of the manikin, students will assess the patient and situation and respond appropriately. Depending on the choices made by the student, they will either experience the patient decompensate or even die, either complicating or preventing their "escape" from the scenario.
• Effectiveness of the simulation will be determined by the student's decisions to provide a minimum of 80% appropriate treatment after having practiced skills such as CPR, AED usage, controlling bleeding, treatment of shock, and anaphylaxis. If the student completes the minimum skills, they will "escape."

evidence

• Simulation provides opportunities that students may not ever experience in the actual clinical setting
• Ensures patient safety to prevent harming patients when students make poor choices in care
• Simulation demonstrated to be more effective than traditional teaching methods
• Provides opportunities for students to make decisions for care and then deal with consequences
• Students perceptions of simulation are that the experience is beneficial and assists in preparation for tests and real care

Overcoming Challenges with sim

• Low fidelity with online experiences
• Provide multiple opportunities, situations, and great feedback
• High fidelity sims can be effective or ineffective dependent on operator
• Set expert and/or peer-reviewed situations
• Realism can be challenging
• Use good debriefing and teaching methods

references

Aebersold, M., (2018). Simulation-based learning: No longer a novelty in undergraduate education. The Online

Journal of Issues in Nursing 23(2). DOI:10.3912/OJIN.Vol23No02PPT39

Kim, J., Park, J. & Shin, S. (2016). Effectiveness of simulation-based nursing education depending on fidelity: a

meta-analysis. BMC Med Educ 16, 152. https://doi.org/10.1186/s12909-016-0672-7

Padilha, J., Machado, P., Ribeiro, A., Ramos, J., & Costa, P. (2019). Clinical virtual simulation in

nursing education: Randomized controlled trial. Journal of Medical Internet Research, 21(3). DOI:10.2196/11529

Shin, S., Park, J. H., & Kim, J. H. (2015). Effectiveness of patient simulation in nursing education: meta-analysis.

Nurse Education Today, 35(1), 176–182. https://doi.org/10.1016/j.nedt.2014.09.009