Teaching the Nursing Process through the Use of Simulation in the Lecture Hall

2.50
Hdl Handle:
http://hdl.handle.net/10755/602983
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Teaching the Nursing Process through the Use of Simulation in the Lecture Hall
Other Titles:
The Use of Simulation in Nursing Education [Session]
Author(s):
Schrum, Nola; Tapler, Deborah A.; Tapler, Deborah A.
Lead Author STTI Affiliation:
Beta Beta
Author Details:
Nola Schrum, RN, CCRN, NSchrum@twu.edu; Deborah A. Tapler, RN, CNE
Abstract:
Session presented on Monday, November 9, 2015: The nursing process is a difficult concept for undergraduate students at any level to grasp. Yet, nursing faculty members expect students to apply this problem solving strategy as they individualize care for their assigned patients. According to Novak (2013) and Kirkman (2013), stimulation may be a more effective method to transfer knowledge than reading a textbook or listening to a lecture. Not all students have experienced a hospital setting prior to the beginning of nursing school which can lead to increased anxiety and fear about the first “real” patient encounter in a clinical assignment. Traditionally, a computerized slide presentation has been used to convey the steps of the nursing process in the classroom. Lack of a clear understanding of the concept became evident as faculty reviewed the students’ written care plans during clinical rotations. Thus, a new strategy was conceptualized by faculty to improve students’ understanding and application of the nursing process. Given the literature support for varying the methods used for instruction of a large student body (Foronda & Bauman, 2014), the faculty incorporated simulation into the classroom to teach the interrelated topics of clinical reasoning and the components of the nursing process as key factors for comprehensive nursing care. The nursing process, otherwise known as ADPIE (Assessment, Diagnosis, Planning, Intervention, and Evaluation), was taught to junior students in the didactic setting by using simulation techniques with a standardized patient in the lecture hall. After a brief lecture using a computerized slide presentation highlighting the elements of the nursing process, the simulation strategy is introduced to the students sitting in the classroom. A standardized patient is brought into the classroom via stretcher with full moulage in place. A faculty member approaches the patient and models a real life encounter as would be performed by a registered nurse. The faculty introduces herself to the patient and performs a five minute clinical assessment to gather data which is verbalized to the students as it is identified. The standardized patient interacts with the faculty by answering questions about his current medical status. Students are expected to take notes throughout the demonstration identifying any abnormal data which can be used later to construct a patient-specific plan and nursing care interventions (steps of the nursing process). In front of the students, interventions are incorporated into the scenario such mobilizing the patient to a chair, using of an incentive spirometer, and administering medications. The patient data obtained is the foundation with which students build a concept map. The standardized patient is used to accomplish learning objectives for junior level students. This strategy acts as a bridge between the conceptual understanding of the nursing process and the reality of a hospitalized patient. The real time interactions portrayed between the faculty “nurse” and the “patient” allows the students to observe a comfortable way to approach and interact with a hospitalized patient during their future initial encounter. By observing this teaching strategy, the students become actively engaged in the activity, thus reducing their anxiety and uncertainty experienced when approaching patients for the first time. Students report that the use of simulation in the lecture hall provides a method to envision their role as student nurses in the clinical setting. This innovative teaching approach changes the classroom environment to a setting characterized by active and experiential learning.
Keywords:
Nursing Process; Simulation; Classroom
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15D01
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleTeaching the Nursing Process through the Use of Simulation in the Lecture Hallen
dc.title.alternativeThe Use of Simulation in Nursing Education [Session]en
dc.contributor.authorSchrum, Nolaen
dc.contributor.authorTapler, Deborah A.en
dc.contributor.authorTapler, Deborah A.en
dc.contributor.departmentBeta Betaen
dc.author.detailsNola Schrum, RN, CCRN, NSchrum@twu.edu; Deborah A. Tapler, RN, CNEen
dc.identifier.urihttp://hdl.handle.net/10755/602983en
dc.description.abstractSession presented on Monday, November 9, 2015: The nursing process is a difficult concept for undergraduate students at any level to grasp. Yet, nursing faculty members expect students to apply this problem solving strategy as they individualize care for their assigned patients. According to Novak (2013) and Kirkman (2013), stimulation may be a more effective method to transfer knowledge than reading a textbook or listening to a lecture. Not all students have experienced a hospital setting prior to the beginning of nursing school which can lead to increased anxiety and fear about the first “real” patient encounter in a clinical assignment. Traditionally, a computerized slide presentation has been used to convey the steps of the nursing process in the classroom. Lack of a clear understanding of the concept became evident as faculty reviewed the students’ written care plans during clinical rotations. Thus, a new strategy was conceptualized by faculty to improve students’ understanding and application of the nursing process. Given the literature support for varying the methods used for instruction of a large student body (Foronda & Bauman, 2014), the faculty incorporated simulation into the classroom to teach the interrelated topics of clinical reasoning and the components of the nursing process as key factors for comprehensive nursing care. The nursing process, otherwise known as ADPIE (Assessment, Diagnosis, Planning, Intervention, and Evaluation), was taught to junior students in the didactic setting by using simulation techniques with a standardized patient in the lecture hall. After a brief lecture using a computerized slide presentation highlighting the elements of the nursing process, the simulation strategy is introduced to the students sitting in the classroom. A standardized patient is brought into the classroom via stretcher with full moulage in place. A faculty member approaches the patient and models a real life encounter as would be performed by a registered nurse. The faculty introduces herself to the patient and performs a five minute clinical assessment to gather data which is verbalized to the students as it is identified. The standardized patient interacts with the faculty by answering questions about his current medical status. Students are expected to take notes throughout the demonstration identifying any abnormal data which can be used later to construct a patient-specific plan and nursing care interventions (steps of the nursing process). In front of the students, interventions are incorporated into the scenario such mobilizing the patient to a chair, using of an incentive spirometer, and administering medications. The patient data obtained is the foundation with which students build a concept map. The standardized patient is used to accomplish learning objectives for junior level students. This strategy acts as a bridge between the conceptual understanding of the nursing process and the reality of a hospitalized patient. The real time interactions portrayed between the faculty “nurse” and the “patient” allows the students to observe a comfortable way to approach and interact with a hospitalized patient during their future initial encounter. By observing this teaching strategy, the students become actively engaged in the activity, thus reducing their anxiety and uncertainty experienced when approaching patients for the first time. Students report that the use of simulation in the lecture hall provides a method to envision their role as student nurses in the clinical setting. This innovative teaching approach changes the classroom environment to a setting characterized by active and experiential learning.en
dc.subjectNursing Processen
dc.subjectSimulationen
dc.subjectClassroomen
dc.date.available2016-03-21T16:40:50Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:40:50Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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