“Sim”sational Revelations

Darlene Copley, MSN, APRN, BCSue Herm, RN, MSN, BC

Kim Scott, RN, MSN

St. Cloud State UniversityDepartment of Nursing Science

Objectives

• Discuss the benefits of simulation technology as a clinical evaluation tool

• Apply concepts learned to improve the way you teach and evaluate your students in the clinical setting

Simulation Defined

Simulation is an event or situation made to resemble clinical practice as closely as possible

Simulation as a Clinical Evaluation Method

Benefits• Allows for mistakes in

controlled environment• Able to evaluate students’

nursing judgment• Promotes objective evaluation of

cognitive (critical thinking) and psychomotor skills

Development of Scenario and Evaluation Tool

Purpose• Increases efficiency• Decreases duplication• Decreases final exam load• Decreases subjectivity

Development of Scenario and Evaluation Tool

Faculty from two clinical courses combine forces!

• Elements of evaluation– general– specific

• Critical elements

» Evaluation rubric adapted from University of Memphis Loewenberg School of Nursing

Development of Scenario and Evaluation Tool

• Patient/Sim Man settings • Create patient chart• Expectations communicated

to students • Test-out logistics

Debriefing

Allows students to:• express feelings• receive support from classmates• provide feedback

Final Clinical Evaluation

Revelations about Clinical Teaching and Evaluation

• Discredited assumptions • Revealed weaknesses at

fundamental level• Exposed flaws in traditional

evaluation tool

Assumptions/Flaws in Traditional Evaluation Tool Revealed

Nursing 310 Clinical Competency Evaluation ToolStudent_________________ Instructor______________Date____

4= Consistently meets evaluation standard3= Usually meets evaluation standard2= Sometimes meets evaluation standard1= Seldom meets evaluation standard0= One or more serious incidentsStudent must earn a score of “3” or greater by final evaluation to pass.

Course Objective 1: Utilize knowledge and skill from the arts, sciences, humanities, informatics, and nursing sciences to assess and manage adults in acute disharmony

Demonstrates the ability to correlate theoretical nursing concepts to clinical learning experiences. 3Able to discuss how the clinical situation demonstrates a theory concept

from the classroom. 3Transfer knowledge from one clinical experience to other clinical

experiences. 3Demonstrates the ability to administer medications in a safe, efficient, and effective manner. 4

Comments: Jane always has medication cards prepared, able to answer questions related to meds when quizzed, uses 6 rights when administering meds consistently

Medication Administration

Met Not Met ___ _____ Check MD orders for scheduled

and PRN medications _____ _____ Utilize correct professional judgment in decisions regarding medication

_____ _____ Contact physician as necessary for consultation on client condition and

medication administration_____ _____Hold antihypertensive medication_____ _____Provide rationale for holding

medication_____ _____Administer meds utilizing six rights (right med, client, dose, time, route,

documentation)_____ _____Provide rationale for Tylenol administration_____ _____Select appropriate pain medication

given client’s situation_____ _____Provide rationale for selection of pain medication

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Teaching in the Clinical Setting

• Changing clinical teaching• Student prompts

Insights Gained by Students and Faculty

• Positive learning experience• Improved self-confidence• Greater learning by application • Need to “think differently”• Need to “think on feet”

Questions?