Lessons Learned Lisa KeenanLindsay RN MN Professor of Nursing Seneca College Objectives To review the application of the use of simulated learning experience SLE within education To discuss the goals of SLE in a first year maternal newborn nursing course ID: 635647
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Simulated Learning Experience in a First Year Nursing Course: Lessons Learned
Lisa Keenan-Lindsay RN, MNProfessor of Nursing Seneca CollegeSlide2
ObjectivesTo review the application of the use of simulated learning experience (SLE) within education.
To discuss the goals of SLE in a first year maternal newborn nursing course.To explore the learning that takes place in SLE as well as the challenges. Slide3
What is simulation Learning Experience (SLE)
SLE provides a realistic re-enactment of clinical situations in which the student is able to step into a role in a non-threatening learning environment (Schoening, Sittner, & Todd, 2006)
Can be used to learn a variety of skills through different modalities
High
fidelity
Medium fidelity
Low fidelityTask trainer
http://www.ocean.edu/academics/programs_of_study/nursing/virtual.htmSlide4
Why Use SLE?
Incorporates active engagement, shared responsibility for learning and reflection“Learn by doing”
Fosters development of clinical and critical thinking skills to enhance patient care in safe environment
Allows student to make mistakes and learn from the consequences without harming patient
Increases confidence (and decreases anxiety related to new skills)
Enjoyable for students
Can incorporate many skills into scenariosSlide5
First Year Nursing Course
Curriculum shiftOlder Adult OR Maternal NewbornClinical course: 8 students
Learning objective for course
To provide care to a patient in each clinical area
Simulation lab experience
Fall 2011: 2 weeks = 20 hours
Winter 2012: 1 week = 5 hours + classroom simulationSlide6
SLE: Lab Student Preparation
IntroductionScenario: RealisticTime-outs
Debrief
Written reflectionSlide7
Debrief“facilitated or guided reflection in the cycle of experiential learning” Fanning &
Gaba (2007)Primary place of learningReflect on and discuss their actions and those of others
Self-evaluation by students is best
Can improve student’s evaluation skills
Need to give objective evaluationSlide8
Debrief
Need instructors with expertise in area and experience with simulationResearch needed: what is better – individual or team debriefing
Video-taping
If time permits may run through scenario again with new learning
http://maasd.edublogs.org/2010/01/17/creating-an-environment-which-meets-student-learning-needs
/Slide9
Student Reflection
“turning experience into learning” (Ness et al, 2010)Were able to realize that they focused more on tasks than on developing relationships with patientsRecognize that SLE provides valuable practice that can benefit their clinical competence and skills
Application of nursing theory to clinical practice
Incorporated knowledge from other courses
Valued other members of group
http://www.sde.ct.gov/sde/cwp/view.asp?a=2609&q=320242Slide10
Learning: Our Experience
Assessments & health teachingCommunication with patients and familiesSkills were transferable to other areas of nursing
Incorporated knowledge from other courses
Hands-on learning environment can be more valuable than didactic education (work well together)
Increases students confidence & enthusiasm
Team work
Critical thinking: Aha moments!
http://changizi.wordpress.com/2010/09/09/why-we-have-aha-moments
/Slide11
Learning
SLE will never replace clinical experience but can give students opportunities to experience different areasStudents learn and retain skills better when learn in environment of emotion, laughter and social experiencesStudents enjoyed experience
Student anxiety
Great teaching experience
Provided consistency in marking for part-time clinical teachers
http://jamesbrauer.com/you-do-realize-its-about-learning-right/student-learning
/Slide12
Student Evaluation of experience
“great way to apply theory to practice”Felt information could be applied to other clinical situations
Realized how biases affected how they give care
“will now be able to incorporate family into care I provide”
“able to take your time and make mistakes”
Equipment made everything feel “real”
If it wasn’t for
sim lab I would never really know how to build a therapeutic relationship with a patient in the hospitalFelt less “ripped off”Feedback was usefulSlide13
Classroom SimulationLearning: eliminated didactic class time (showing rather than telling)
Students needed to come preparedMany students did not want to be nurseNeed buy-in from teachers in class – takes away class time
Teachers need to feel comfortable with equipmentSlide14
ChallengesCost of simulators
Cost of trained faculty (resource intensive)Teachers need training in use of simulator, debriefing as well as clinical expertiseIdeal if have lab that resembles clinical environmentSlide15
Next Steps
Collaborative, inter-professional opportunitiesStudents want more simulation experiences
Research: are the students able to take this new learning into other clinical areas
Move into classroom and possibly 1
st
semester skills lab class
http://gratitudeplanet.com/2011/01/28/there-is-always-the-next-step
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