High-Fidelity Simulation as a Teaching Strategy for Oncology Nursing Education: Implications for Education and Practice

2.50
Hdl Handle:
http://hdl.handle.net/10755/202217
Type:
Presentation
Title:
High-Fidelity Simulation as a Teaching Strategy for Oncology Nursing Education: Implications for Education and Practice
Abstract:
(41st Biennial Convention) Review of unit specific quality data identified failure to recognize increased oxygen requirement, mental status changes as early warning signs of acutely decompensating patient. Needed to asses, develop, implement, evaluate education plan to address RN learning needs. Simulation provides nurses with realistic, hands-on practice with any patient care condition. Use of simulation in nursing education helps to improve self confidence, clinical judgment in addition to enhancing problem solving abilities, opportunities for unlimited practice of rare, critical events in a safe, controlled environment without risk to patients.    Goal: To equip the nurse to recognize, assess and manage the acutely decompensating patient.  Five-phase education plan utilizing high fidelity simulation: • Phase I (Assessment): Created simulation scenario with data from chart of actual Thoracic Surgery patient. Scenario implemented in OSU College of Nursing simulation lab. Groups of 2-3 RNs managed the “patient”. RNs given pre/post simulation surveys, evaluated by nurse manager, CNS and educators for (a) appropriate response to changes in patient’s condition (b) communicating up the chain of command (c) correct use of equipment (d) obtaining and following appropriate orders and (e) calling for additional resources as needed (ERT, Code Blue).  After each session, debriefing occurred. Interventions for remaining phases designed based on the specific learning needs identified during Phase I. • Phase II (Implementation) 10 unit specific skills stations with both didactic and hands-on return demonstrations. • Phase III (Implementation) 8 hour didactic course. Topics: Failure to Rescue, Nursing Assessment, Respiratory Distress and ABG interpretation, Failure to Rescue Case Study focusing on the thoracic patient, Legal Aspects of Documentation, Preparing for Code Blue, second simulation exercise. • Phase IV (Implementation) 4 hour education “Care of the Thoracic Patient and pain management. • Phase V (Evaluation) 120 days after plan complete, third simulation exercise to evaluate knowledge, skill attainment.  Simulation is helpful to assess, address and evaluate unit-specific learning needs.
Keywords:
Simulation; Education; Oncology
Repository Posting Date:
11-Jan-2012
Date of Publication:
4-Jan-2012
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleHigh-Fidelity Simulation as a Teaching Strategy for Oncology Nursing Education: Implications for Education and Practiceen_GB
dc.identifier.urihttp://hdl.handle.net/10755/202217-
dc.description.abstract(41st Biennial Convention) Review of unit specific quality data identified failure to recognize increased oxygen requirement, mental status changes as early warning signs of acutely decompensating patient. Needed to asses, develop, implement, evaluate education plan to address RN learning needs. Simulation provides nurses with realistic, hands-on practice with any patient care condition. Use of simulation in nursing education helps to improve self confidence, clinical judgment in addition to enhancing problem solving abilities, opportunities for unlimited practice of rare, critical events in a safe, controlled environment without risk to patients.    Goal: To equip the nurse to recognize, assess and manage the acutely decompensating patient.  Five-phase education plan utilizing high fidelity simulation: • Phase I (Assessment): Created simulation scenario with data from chart of actual Thoracic Surgery patient. Scenario implemented in OSU College of Nursing simulation lab. Groups of 2-3 RNs managed the “patient”. RNs given pre/post simulation surveys, evaluated by nurse manager, CNS and educators for (a) appropriate response to changes in patient’s condition (b) communicating up the chain of command (c) correct use of equipment (d) obtaining and following appropriate orders and (e) calling for additional resources as needed (ERT, Code Blue).  After each session, debriefing occurred. Interventions for remaining phases designed based on the specific learning needs identified during Phase I. • Phase II (Implementation) 10 unit specific skills stations with both didactic and hands-on return demonstrations. • Phase III (Implementation) 8 hour didactic course. Topics: Failure to Rescue, Nursing Assessment, Respiratory Distress and ABG interpretation, Failure to Rescue Case Study focusing on the thoracic patient, Legal Aspects of Documentation, Preparing for Code Blue, second simulation exercise. • Phase IV (Implementation) 4 hour education “Care of the Thoracic Patient and pain management. • Phase V (Evaluation) 120 days after plan complete, third simulation exercise to evaluate knowledge, skill attainment.  Simulation is helpful to assess, address and evaluate unit-specific learning needs.en_GB
dc.subjectSimulationen_GB
dc.subjectEducationen_GB
dc.subjectOncologyen_GB
dc.date.available2012-01-11T11:16:21Z-
dc.date.issued2012-01-04en_GB
dc.date.accessioned2012-01-11T11:16:21Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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