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Taking it to the Cellular Level: When Simulation & Pathophysiology Collide! Hollie C. Campanella, RN, MSN, CEN & Margaret “Polly” Claborn, RN, MS Platt College School of Nursing, Aurora, Colorado 1. Introduction: Pathophysiology Laboratory & Simulation Technology 32-month compressed BSN program Nursing students take general education, nursing co-requisites, & nursing core classes simultaneously BIOL 3000 Pathophysiology & BIOL 300L Pathophysiology Laboratory is taught by nursing faculty & consist of 40 classroom instruction hours delivered over 30 weeks and 20 laboratory hours delivered over 10 weeks 3. Methods :: Planning : Platt faculty &the staff of the Work, Education & Lifelong Learning (WELLS) Center in Aurora, Colorado met 4 weeks prior to the lab start date . Orienting: Students received a 1-hour orientation to the WELLS Center where they explored the available high- fidelity simulation equipment & received an explanation of lab expectations Simulation: Nine sophomore students were divided into two groups Students were randomly assigned healthcare team member roles, provided with the scenario background & presented these scenarios: Industrial Accident, Status Asthmaticus, Sepsis & Myocardial Infarction Faculty provided minimal cueing & each group’s performance was videotaped Debriefing: Videotapes of each group’s scenario performance was reviewed Students completed a written questionnaire regarding their impression of their individual & group performance Faculty facilitated constructive small group simulation debriefings after each group simulation exercise Emphasis was placed on refining individual & group understanding of pathophysiologic concepts relevant to the scenario Discussion also included critical thinking opportunities, safety measures, communication skills, and student role performance. Utilize simulation technology to enhance student understanding of pathophysiologic concepts in what has been a traditional science course . Provide students with an opportunity to author a patient care simulation scenario to share with simulation partners throughout Colorado Simulation Authorship : Students received a 2-hour briefing from the Simulation Technology coordinator that explained the basics of simulation programming & scenario development Each group developed a simulation scenario which included including a scenario background, facilitator cues, time-line, equipment list, & the physiologic alterations required to program & run their high fidelity simulation scenario. Simulation Proofing: Students met with the Simulation Technology Coordinator a second time to perform a dry-run of their scenario & adjustments in programming & scripting were made. Simulation Performance : Each group performed the other group’s scenario & the debriefing process was used. Students completed surveys regarding the scenario& the pathophysiology laboratory course. 2. Goal: 4. Results: Student’s authored two patient care scenarios both available on e-Colorado 100% of the students stated that the simulation exercises along with concept mapping enhanced their understanding of pathophysiological concepts 100% of the students stated they gained a new understanding for the complexity involved in simulation scenario development Acknowledgement: Jana Berryman, ND, CNS, RN & Joey Failma & the entire WELLS Center Staff; Jerald Sirbu, President, Platt College 5. Conclusions Integrating simulation technology into general science courses like pathophysiology is a worthwhile endeavor & can enhance student understanding of pathophysiologic concepts. Concept Mapping : Each student group developed a concept map to explain a pathological process that included epidemiology, etiology, pathophysiology, clinical manifestations, & treatments. This was reviewed by faculty. Hypoxic Drive Infarction

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