Sim Man

Here is a short video on a high fidelity simulation mannequin

Debriefing

Debriefing after the simulation

Although debriefing has been considered one of the most important aspects of simulation experiences there has been very little peer reviewed literature on debriefing. Little has been discussed on how to do a proper debriefing or how to teach or learn debriefing in terms of what is effective and achieves the goals of learning (Cantrell, 2008; Fanning & Gaba, 2007)
Most educators believe that clinical simulation offer and increase critical thinking skills (Cantrell, 2008). Debriefing sessions are the part of the simulation that is considered the follow-up discussions that provide opportunities for students to discuss with one another what they have learned after completing group activities with students questioning what they achieved and why (Preformance Learning Systems, 2003 in Cantrell, 2007)
Debriefing can be structured
1. Debriefer
2. Participants to debrief
3. An experience (simulation scenario)
4. The impact of the experience (simulation scenario)
5. Recollection
6. Report
7. Time
There are number factors to consider for those who are facilitating a debriefing process such as:
A. The objective of the experiential exercise
B. The complexity of the scenarios
C. The experience level of the participants as individuals or as a team
D. The familiarity of the participants with the simulation environment
E. Time available for the session
F. The role of simulation in the overall curriculum
G. Individual personalities and relationships if any, between the participants
(Fanning & Gaba, 2007)

Fanning, R. M., & Gaba, D.M. (2007). The role of debriefing in simulation –based learning. Simulation in Healthcare, 2, 115-125.
Cantrell, M. A. (2008). The importance of debriefing in clinical simulations. Clinical Simulations in Nursing, 4, 19-23

Benefits of Simulation Education

• Simulation offers the opportunity for nursing students to practice skills, techniques, communication, problem solving and critical thinking in a safe environment.
  Simulation offers innovative ways of teaching students about real situation in a controlled environment (Webster, 2009).
  An interactive environment that permits learning through hands on experience is possible with high fidelity simulation experiences in nursing education (Rhodes & Curran, 2005).
  
  
  
  Simulation in nursing education offers many advantages including:


• 
  · High Fidelity simulation provide a realistic simulated clinical environment for learners ( Seropian, Brown, Gavilanes & Driggers, 2004)
  · Simulation environments can reduce and eliminate anxieties produced with providing care for real patients ( Halstead, 2006)
  · The health care settings which “real life” clinical experiences take place have a high level of acuity and complexity which can interfere with a learner’s ability to transfer knowledge and skills from classroom and laboratory settings which can be avoided with the simulated experiences (Halstead, 2006)
  · Mannequin-based clinical simulation education potentially offers nursing students varied clinical patient simulation that are comparable with an acute setting ( Katz, Peifer, & Armstrong, 2010)
  · Enable students to critically analyze and reflect on their performance ( Jeffries, 2005)
  · Promote active learning so what is learned can be retained longer (Walsh, 2010)
  · Learn from and solve problems in a realistic complex situation (Walsh, 2010).
  · Learn how to take a patient history in difficult situations ( Walsh, 2010)
  · Expose students to the same simulations to ensure that their experiences are standardized which increases students’ self confidence and decreases anxiety ( Walsh, 2010).
  · Improving patient safety (Halstead, 2006).
  · Experimentation and failure are allowed (McDonald, 1987).
  · Self-evaluation is promoted through self reflection in the debriefing (Jefferies, 2005).
  · Feedback can be elicited (Jefferies, 2005).
  · Take part in multiprofessional learning alongside other health care providers(Halstead, 2006;Walsh, 2010)
  
  Halstead, J. A. (2006). Evidence-based teaching and clinical simulation . Clinical Simulation in Nursing Education., 2, 5-8.


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  Jefferies, P. (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing . Nursing Education Perspectives, 26, 96-103 .


• 
  Katz, G. B., Peifer, K. L., & Armstrong, G. (2010). Assessment of patient simulation use in selected baccalaureate nursing programs in the United States. Simulation in Healthcare,5, 46-51.


• 
  Rhodes, M.L., & Curran, C. (2005). Use of the human patient simulator to teach clinical judgment skills in a baccalaureate nursing program. CIN: Computers, Informatics, Nursing, 23(5), 256-262.


• 
  Seropian, M. A., Brown, K., Samuelson Gavilanes, J., & Driggers, B. (2004). Simulations: not just a manikin. Journal of Nursing Education, 43(4), 164-169.
  


• Walsh, M. (2010). Using a simulated learning environment. Emergency Nurse, 18, 12-16.


• 
  Webster, M.R. (2009). An innovative faculty toolkit simulation success. Nurse Educator, 34, 148-149.

Setting up a Simulation Center

• Seropian , Brown, Gavilanes and Driggers (2004) proposed an 8 step process for setting up a simulation program in a health care department.
  · Develop a vision and demonstrate what is to be attained, who will participate and how will the laboratory be used
  · Create a business plan to chart initial and yearly expenses for this project
  · Construct according to the business plan
  · Provide training for all personnel will be directly involved
  · Design a curriculum
  · Provide faculty training
  · Establish policies and procedures for the simulation lab
  
  After the simulation center is open it is significant to remember that key element is for integration of this education tool. These include
  1. Simulation specialist
  2. Debriefing facilitator
  3. Scenario writing
  4. Scheduluing
  5. Equipment
  6. And audiovisual
  
  Seropian, M. A., Brown, K., Gavilanes, J.S., & Driggers B. (2004). Simulation : Not just a manikin. Journal of Nursing Education, 43, 170-174

Society for Simulation in Health Care

Annual conference -International Meeting in Simulation in Health Care (IMSH) is being held in New Orleans, Louisiana, New Orleans Hilton Riverside - January 23rd to 26th 2011

For more information about the conference: http://www.ssih.org/SSIH/SSIH/Home/

9th Annual International Nursing Simulation/

Conference Sponsored byThe International Nursing Association for Clinical Simulation and Learning (INACSL)&The UT Health Science Center at San Antonio School of Nursing&The Local Host Schools: Nevada State College School of Nursing&University of Nevada Las Vegas School of Nursing

This annual event was held June17-19th 2010

The conference was a gathering of educators, researchers, managers, and staff development professionals which provided the opportunity to disseminate and gain current knowledge in the area of skills/simulation lab management and simulation enhanced education. Nurses and other healthcare professionals had the opportunity to network with colleagues and exhibitors, discuss best practice research, safety-related outcomes, competencies, and challenges. The concurrent sessions addressed key outcomes, student evaluations, the use of new technologies and a host of additional hot topics. Attendees attended round table sessions on current issues associated with simulation education, attended a preconference training session and attended a poster reception.





http://www.inacsl.org/INACSL_2010/index.php