2.50
Hdl Handle:
http://hdl.handle.net/10755/243484
Category:
Abstract
Type:
Presentation
Title:
Learning from Mistakes in a Simulated Leadership Laboratory, Part II
Author(s):
Schultz, Mary Anne
Author Details:
Schultz, Mary Anne, PhD, MBA, MSN, RN, mschult2@calstatela.edu;
Abstract:
            Human patient simulation (HPS) in nursing education has become an accepted and expected form of pedagogy. Research on the use of human patient simulation to evaluate student performance, however, is still at an early stage. The vast majority of these sources report the unit of analysis as the nurse-patient dyad (one nurse/one patient) situated in an infrequently occurring, high-risk, or costly event such as a code blue, and the literature reveals little evidence on the efficacy of the use of simulation for the care of multiple patients. The teaching innovation, discussed herein, involving a simulation, used a leadership scenario multiple times that illustrated a routine day in an acute-care hospital unit.

            The aim of the project, which was the focus of this study, is to provide a high-fidelity simulation of the competing demands on a nurse’s time and attention while caring for multiple patients. Working as a team, using principles of prioritization, delegation, scope of practice, and communication, senior baccalaureate nursing students assumed the various roles of interdisciplinary team members as they moved through staged sequences of changing patient and unit conditions. This was followed by debriefing session that prompted the students to identify their errors in judgment, including sending the wrong patient to the operating room, failing to rescue a patient, and failing to delegate critical tasks to other nursing team members. Upon repeated use of the scenario, frequent errors were repeated, sometimes after debriefing and repeating the same scenario. These included: frank privacy violations, a failure to appropriately discharge a patient against medical advice and a failure to appropriately return a patient to bed who had fallen.

Keywords:
simulation; learning from mistakes; care multiple patients
Repository Posting Date:
12-Sep-2012
Date of Publication:
12-Sep-2012
Conference Date:
2012
Conference Name:
23rd International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Brisbane, Australia

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleLearning from Mistakes in a Simulated Leadership Laboratory, Part IIen_GB
dc.contributor.authorSchultz, Mary Anneen_GB
dc.author.detailsSchultz, Mary Anne, PhD, MBA, MSN, RN, mschult2@calstatela.edu;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/243484-
dc.description.abstract&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;Human patient simulation (HPS) in nursing education has become an accepted and expected form of pedagogy. Research on the use of human patient simulation to evaluate student performance, however, is still at an early stage. The vast majority of these sources report the unit of analysis as the nurse-patient dyad (one nurse/one patient) situated in an infrequently occurring, high-risk, or costly event such as a code blue, and the literature reveals little evidence on the efficacy of the use of simulation for the care of multiple patients. The teaching innovation, discussed herein, involving a simulation, used a leadership scenario multiple times that illustrated a routine day in an acute-care hospital unit. <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The aim of the project, which was the focus of this study, is to provide a high-fidelity simulation of the competing demands on a nurse&rsquo;s time and attention while caring for multiple patients. Working as a team, using principles of prioritization, delegation, scope of practice, and communication, senior baccalaureate nursing students assumed the various roles of interdisciplinary team members as they moved through staged sequences of changing patient and unit conditions. This was followed by debriefing session that prompted the students to identify their errors in judgment, including sending the wrong patient to the operating room, failing to rescue a patient, and failing to delegate critical tasks to other nursing team members. Upon repeated use of the scenario, frequent errors were repeated, sometimes after debriefing and repeating the same scenario. These included: frank privacy violations, a failure to appropriately discharge a patient against medical advice and a failure to appropriately return a patient to bed who had fallen.en_GB
dc.subjectsimulationen_GB
dc.subjectlearning from mistakesen_GB
dc.subjectcare multiple patientsen_GB
dc.date.available2012-09-12T09:22:53Z-
dc.date.issued2012-09-12-
dc.date.accessioned2012-09-12T09:22:53Z-
dc.conference.date2012en_GB
dc.conference.name23rd International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationBrisbane, Australiaen_GB
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