| |
| |
| Preface | |
| |
| |
| Contributors | |
| |
| |
| |
| Foundations | |
| |
| |
| |
| History of Simulation in Nursing | |
| |
| |
| |
| Factors Influencing the Use of Simulation | |
| |
| |
| The Continuum of Simulation | |
| |
| |
| Conclusion | |
| |
| |
| |
| A Synthesis of Theory and Nursing Research Using High-Fidelity Patient Simulation | |
| |
| |
| |
| Theoretical Frameworks Used in Nursing Simulation | |
| |
| |
| Nursing Research Involving High-Fidelity Patient Simulation | |
| |
| |
| Recommendations for Future Nursing Research | |
| |
| |
| Conclusion | |
| |
| |
| |
| Setting up a Simulation Program | |
| |
| |
| |
| Developing and Implementing a Simulation Program: Baccalaureate Nursing Education | |
| |
| |
| |
| The BYU Experience: Planning and Integration | |
| |
| |
| Suggestions for Successful Implementation | |
| |
| |
| BYU Evolution and Future Plans | |
| |
| |
| |
| Developing and Implementing a Simulator Program: Associate Degree Nursing Education | |
| |
| |
| |
| Environmental and Space Concerns | |
| |
| |
| Progress with Environmental and Space Concerns | |
| |
| |
| Faculty Education and Simulator Use | |
| |
| |
| Planning for a Second Set of Triplets | |
| |
| |
| Initial Costs | |
| |
| |
| Ongoing Costs | |
| |
| |
| Maintenance | |
| |
| |
| Student Involvement | |
| |
| |
| Evolution and Future Plans | |
| |
| |
| |
| Graduate Nurse Anesthesia | |
| |
| |
| |
| Introduction | |
| |
| |
| Enhancing Patient Safety | |
| |
| |
| Nurse Anesthesia Program Use of Simulated Learning | |
| |
| |
| Valid Outcome Measures/Evaluation Plans | |
| |
| |
| Clinical Simulation Consortia | |
| |
| |
| Role of Accreditation Agencies Related to Simulated Activities | |
| |
| |
| Simulation in Continuing Education and Credentialing | |
| |
| |
| Simulation in a Nurse Anesthesia Curriculum | |
| |
| |
| Summary | |
| |
| |
| |
| Statewide Nursing Simulation Program | |
| |
| |
| |
| Introduction | |
| |
| |
| Background: Statewide Nursing Simulation Program | |
| |
| |
| Staffing | |
| |
| |
| Equipment | |
| |
| |
| Environment and Space Considerations | |
| |
| |
| Evolution and Future Direction | |
| |
| |
| |
| Creating an Interdisciplinary Simulation Center | |
| |
| |
| |
| Introduction | |
| |
| |
| Identifying the Need | |
| |
| |
| Identifying Stakeholders | |
| |
| |
| Establishing Goals | |
| |
| |
| Faculty Selection | |
| |
| |
| Faculty Development | |
| |
| |
| Curriculum Development | |
| |
| |
| Going Forward | |
| |
| |
| |
| An Interdisciplinary Simulation Training and Education Program for an All-Hazards Response | |
| |
| |
| |
| Introduction | |
| |
| |
| Center for Public Health Preparedness | |
| |
| |
| The Center for Public Health Preparedness at Burlington County College | |
| |
| |
| Planning: The Road to Preparedness | |
| |
| |
| What Are Simulators? | |
| |
| |
| Simulation Resource Management | |
| |
| |
| See How It Runs | |
| |
| |
| A Nurse Is a Nurse Is a Nurse...Not! | |
| |
| |
| Future Directions | |
| |
| |
| |
| Hospital-Based Competency Development | |
| |
| |
| |
| Planning | |
| |
| |
| Number and Types of Personnel for Staffing | |
| |
| |
| Faculty Education | |
| |
| |
| Developing Scenarios | |
| |
| |
| Costs | |
| |
| |
| Environmental/Space Concerns | |
| |
| |
| Maintenance | |
| |
| |
| Involving Learners | |
| |
| |
| Continuing Education | |
| |
| |
| Evolution and Future Plans | |
| |
| |
| Acknowledgments | |
| |
| |
| |
| Developing and Implementing Scenarios | |
| |
| |
| |
| Baccalaureate Nursing Education | |
| |
| |
| |
| Incorporating Simulation into the Curriculum | |
| |
| |
| Development of Clinical Scenarios | |
| |
| |
| Orientation to High-Fidelity Patient Simulation | |
| |
| |
| Methods of Presenting the Scenario | |
| |
| |
| Evaluation of Clinical Scenarios | |
| |
| |
| Faculty Development | |
| |
| |
| Summary | |
| |
| |
| |
| Student Version of the Scenario of the Patient with a Cardiac Condition | |
| |
| |
| |
| Facility Version of the Scenario of the Patient with a Cardiac Condition | |
| |
| |
| |
| Associate Degree Nursing Education | |
| |
| |
| |
| Place of Simulation in the Curriculum | |
| |
| |
| Evaluating the Student Using Simulation | |
| |
| |
| Identifying the Topic of the Scenario | |
| |
| |
| Why and How the Scenario Was Developed | |
| |
| |
| The Implementation Process | |
| |
| |
| Successes and Challenges | |
| |
| |
| Use of Simulation Using Different Levels of Fidelity | |
| |
| |
| Student Evaluations for the Simulation Experience | |
| |
| |
| Future Changes | |
| |
| |
| Advice for Faculty Who Want to Replicate the End-of-Life Scenario | |
| |
| |
| |
| End-of-Life Scenario | |
| |
| |
| Preparation for Patient Scenario | |
| |
| |
| Skills Required to Prepare for the Scenario | |
| |
| |
| Scenario Outline | |
| |
| |
| Debriefing | |
| |
| |
| Equipment Setup | |
| |
| |
| Scenario Background | |
| |
| |
| |
| Acute Care for Advanced Practice Nurses | |
| |
| |
| |
| Selecting a Learning Scenario | |
| |
| |
| Determining a Framework for Problem Solving | |
| |
| |
| Scenario Development | |
| |
| |
| Student Preparation for Simulation | |
| |
| |
| Implementing the Simulation | |
| |
| |
| Optimizing the Simulation Environment | |
| |
| |
| Maintaining a State-of-the-Art Simulation Lab | |
| |
| |
| Challenges in Acute Care Advanced Practice Simulation | |
| |
| |
| |
| Regional Nursing Simulation Program | |
| |
| |
| |
| Statewide Collaboration | |
| |
| |
| Regional Collaboration | |
| |
| |
| Use of Collaboration to Develop Specific Scenarios | |
| |
| |
| Ensuring an Effective Simulation | |
| |
| |
| |
| Hyperglycemia Protocol (Subcutaneous Insulin Orders) | |
| |
| |
| |
| Interdisciplinary Simulation Center | |
| |
| |
| |
| The Hospital-Based Interdisciplinary Simulation Center: Simulation for Practitioners | |
| |
| |
| The Academic-Based Interdisciplinary Simulation Center: Simulation for Students | |
| |
| |
| Interdisciplinary Infused High-Fidelity Clinical Simulation Scenarios | |
| |
| |
| Summary | |
| |
| |
| |
| Planning and Creating a Scenario: The Institute of Technical Education Experience | |
| |
| |
| |
| Identifying Developers | |
| |
| |
| Identifying Learners | |
| |
| |
| Identifying Learning Needs | |
| |
| |
| Identifying Learning Objectives | |
| |
| |
| Scenario Crafting | |
| |
| |
| Storyboarding | |
| |
| |
| Conclusion | |
| |
| |
| |
| Simulation in the Hospital Setting | |
| |
| |
| |
| Targets for Scenario or Course Development for Professional Nurses | |
| |
| |
| Developing Scenarios for Use within a Professional Nursing Simulation Course | |
| |
| |
| Scenario QuickView Tool | |
| |
| |
| The Development Triangle Tool | |
| |
| |
| Alpha Testing and Instructor Preparation | |
| |
| |
| Beta Testing: Scenario Flow and Final Content Validation | |
| |
| |
| Final Development Phase: Is The Scenario Ready for Use? | |
| |
| |
| Conclusion | |
| |
| |
| |
| Simulation Scenario: Hemolytic Blood Transfusion Reaction in The Acute Care Hospital Setting | |
| |
| |
| Student Level: Entry Level Professional Nurse (Orientation) to Experienced RN (Competency) | |
| |
| |
| |
| Facilitated Debriefing | |
| |
| |
| |
| Historical Origins of Debriefing | |
| |
| |
| Importance of Debriefing | |
| |
| |
| Effective Debriefing Techniques | |
| |
| |
| The Process of Verbal Debriefing | |
| |
| |
| Summary | |
| |
| |
| |
| A Curriculum for the Pre-licensure Nursing Program | |
| |
| |
| |
| Challenges Facing Nursing Education | |
| |
| |
| Pattern Recognition and Learning | |
| |
| |
| Simulation as a Teaching Strategy to Address These Challenges | |
| |
| |
| The Program for Nursing Curriculum Integration | |
| |
| |
| Simulation Across the Curriculum | |
| |
| |
| Conclusion | |
| |
| |
| |
| Evaluation | |
| |
| |
| |
| The Evaluation Plan and Process | |
| |
| |
| Setting Up an Evaluation Plan | |
| |
| |
| Objectives/Information | |
| |
| |
| Problem Solving (Complexity) | |
| |
| |
| Student Support (Cueing) | |
| |
| |
| Debriefing (Guided Reflection) | |
| |
| |
| Evaluation Instrument | |
| |
| |
| Evaluating the Implementation of the Simulation | |
| |
| |
| Evaluating Student Learning Outcomes When Implementing Simulations | |
| |
| |
| Summary | |
| |
| |
| |
| The Future | |
| |
| |
| |
| Using High-Fidelity Patient Simulation: What Does the Future Hold? | |
| |
| |
| |
| Index | |