The 2010 UK Nursing Conference offered a full line of hands-on workshops, oral presentations and a poster presentation. Whether you use METI or any other brand of simulator, the UK Nursing Conference was the ultimate place to discover hands-on tricks and tips for optimizing simulation in your learning environment.
The presentations that were featured at the 2010 UK Simulation in Nursing Education Conference are listed below. These presentations were presented in a variety of formats, including hands-on workshops, oral presentations and a poster presentation. Click on "More" to view the description of each presentation.
A Systematic Review of Simulation in Continuing Healthcare Education
Facilitators: Sharon Elliott; Karen Murrell, MSc RGN
This session will present the findings of a systematic review undertaken by Thames Valley University London as a collaborative centre of the Joanna Briggs Institute, Adelaide, Australia. The subject of the review is the effectiveness of simulation in the continuing education and training of qualified healthcare staff. The questions asked are:
1) How effective is simulation training in terms of improving the self confidence of qualified healthcare staff in dealing with clinical situations?
2) How effective is simulation training at improving the practice of qualified healthcare staff in dealing with clinical situations?
In order to answer these questions the review includes a wide range of international studies.
Be Real! Creating Realism in Simulation
Facilitators: Lesley Benson, RGN, RM, MSc, RNT; Yvonne Jarvis, rgn, bsc (hons) rnt
Simulation in nurse education has been steadily gaining momentum. The literature demonstrates that the teaching and learning of simulated clinical experiences allows multiple objectives to be taught in a realistic clinical environment without harming patients (Wilford and Doyle 2006).
In order for the transfer of knowledge to occur, the students role in the simulation needs to be as authentic as possible (Campbell and Daley 2009). The primary goal is to suspend disbelief allowing the students to immerse themselves in a learning experience that closely matches that encountered in real life (Cheng et al 2007).
This presentation will showcase how The University of Glamorgan creates realism in teaching and learning through simulation. The way space is structured to look and feel like a clinical area, with necessary equipment that sets the scene for the simulation. The use of high fidelity human patient simulators to provide the opportunity to take simulation to a higher interactive level. It will demonstrate how the addition of adjuncts i.e. moulage, sounds and smells allows for very realistic representations of simulated clinical experiences.
Changing Scenario Intensity to Promote Learning in Pediatric Intensive Care
Facilitator: Sandra Batcheler
The PICU Nursing Development Programme integrates simulated clinical experiences with didactic sessions. This allows the psychomotor, cognitive and affective learning domains to be addressed effectively within one comprehensive programme.
The simulation experiences gradually change from ‘high signal low noise’ with a focus on group discussion and practical demonstrations to ‘low signal high noise’ where practitioners are exposed to complex and potentially life threatening situations.
Developing and Implementing a Competency Assessment Tool Into a Simulation
The creation of competency assessment schedule is a challenge, a greater challenge however is to re-structure the simulation and practice based content of the curriculum, around the tool, in such a a way that enhances the students learning experience. The impact on the academic and practice based teams requires leading so that the integration of the case based learning and the operationalisation of the tools is coherent in practice and in the simulation setting. These strategies are a powerful combination.
Embedding Dementia Education in an Australian Undergraduate Curriculum
Facilitator: Kay Crookes, RN, BA, Grad Dip Ed.
In 2006 the Australian government established four dementia training and studies centres (DTSCs) including the Eastern Australia Dementia Training and Studies Centre (EADTSC) based at the University of Wollongong and Queensland University of Technology. One of their aims is to inform curriculum on Dementia care in pre-registration health programmes. The EADTSC has addressed this by developing undergraduate dementia material made freely available. This presentation will provide an overview of this initiative using a case study of a bachelor of nursing degree which has embedded dementia content across its curricula.
From the Cot in the Corner
Facilitators: Jackie Vasey, RGN, RSCN, BHSc (Hons) Nursing; Aileen Sharp
This workshop aims to reflect on the development of a Flexible learning space in the University of Huddersfield, otherwise known as Neptune Ward.
Whilst Huddersfield has excellent skills facilities, we literally had the cot in the corner in terms of child simulation provision. Over the last 2-3 years year a flexible learning space has been developed, which will be discussed and demonstrated. This session will hopefully be delivered in the actual room with demonstrations of the equipment. The aim is to promote flexible development of simulation facilities, in the current financial climate where resources and space to deliver simulation are limited.
HCAs are VIPs
Facilitator: Kelly Turkhud
Health Care Assistants (HCAs) are essential members of the MDT( Multi Disciplinary Team). On many wards they are relied upon to carry out the measuring and recording of patient observations and the calculation of Early Warning Scores (EWS). This can play a vital role in getting acutely ill patients timely care from appropriate Health Professionals.
The re-creation of clinical events to simulate crisis situations enables the HCAs to rehearse and explore their vital role in the management of that event in a safe environment.
Simulation enables the HCAs to identify potential errors, gives them the opportunity to recognize their important role within the health care team and to explore strengths and areas for improvement in their own practice.
This modern innovation of simulation excels as an exciting educational tool for all members of the multi-disciplinary team to rehearse essential skills.
Integrating Case Studies into the Curriculum
Facilitators: Roy Brown; Patrick Crookes, Ph.D. B.Sc. (Nursing). RGN. RN
Embedding case based learning into a pre-registration programme is crucial to being able to provide real life experiences for entry level practitioners. We have adopted an approach that embeds underpinning knowledge development and problem solving around the cases used to learn. Students enthusiasm for using real cases evaluates well supporting our curriculum pedagogy. Inorder to maxise these opportunities we are developing and using the cases throughout the course.
Integrating Clinical Decision-Making and Critical Thinking Abilities
Facilitators: Dawn Ritchie; Gill Langmack, RN RSCN
Critical clinical thinking requires skilled and active interpretation and evaluation of observations, communication, and information together with an ability to present reasoned argument. This presentation will identify issues which must be addressed when integrating clinical skills via simulation into the paediatric nursing curriculum in order to develop critical, clinical thinkers. Feedback from students, the obstacles and recommendations for integrating simulation and e-learning into the curriculum will be presented.
Integrating Simulation into Professional Nurse Education (Poster Session)
Facilitator: Alan Winterman
The Royal United Hospital recently opened a fully equipped simulation suite on site in Bath. The suite includes a simulation room, debrief room, mock ward and clinical skills area. We have adult and paediatric high fidelity patient simulators and a number of medium and low fidelity manikins. The suite has always been very popular among doctors and medical students, who immediately saw the benefits of this type of training. Engaging professional nurses in simulation training was initially more difficult. However since the appointment of a dedicated Medical Simulation Specialist Nurse in January 2010, we have been able to integrate simulation training into a number of courses and study days and develop some new projects. As a result, simulation training is becoming more and more popular and nurses of all grades are recognising the advantages of this type of training. Please see our poster display for more information.
Learning Transfer in Simulation
Facilitator: Marilyn Lee, RN MN PhD
In this presentation findings from a multi-site evaluation of the Learning Transfer Tool (LTT) is described. The LTT measures students' perceived changes in cognitive processes required for delivery of safe nursing care such as priortization of patient needs, delegating care and communication skills. Findings from the pilot as well as the long-term study are discussed
Medical Emergencies in the Dental Setting
Facilitators: Alan Mighell; Anthony Hoswell, Msc Health Professional Educai; Michael Lowry, PhD
We will describe development of blended learning opportunities that include on-line resources and team-focused simulation in a dedicated facility to prepare dental team members to recognise and appropriately manage these infrequent, but important events
Our Experiences of Introducing and Integrating High Fidelity Simulation
Facilitators: Susan Walker; Mike Barker
The Salford experience of introducing and integrating high fidelity simulation - the lessons learned.
Paediatric Assessment Recognition and Stabilisation
Facilitator: Linda Daniel
Early signs of serious illness in children may not be obvious due to physiological compensation. Evidence suggest that recognition of and response to these signs is often delayed and sometimes inappropriate (CEMACH 2008, DoH 2008). Inadequate communication and weak teamwork often feature in reports of patient safety incidents to the NPS A . By exposing learners to point of care simulation, situations they are unlikely to encounter every day can refresh and enhance their assessment team-working and communication skills.
Playing Games, a Play on Nurse Education
Facilitator: Bronwyn Roberts, RNLD,Ba (Hons)
An interactive excercise demonstratimg how simulation can develop learning and empathy in student nurses. The lecturer acts as narrator encouraging and nurturing students to become the centre of the learning. This innovative session enhances the understanding of the specific needs of clients with a learning disability.
Real World Or Out Of This World? An Evaluation Of The Effectiveness Of SiRe
Facilitator: Karen Ousey, PhD, RGN
The use of stimulation, in the form of clinical skills labs, has been widely used in undergraduate nursing programmes for decades, yet little is known about the effectiveness of this educational strategy. Two Schools of Nursing have collaborated to evaluate the usefulness of simulation within their respective undergraduate nursing programmes. One clinical skill, blood pressure measurement, was selected as the focus for this study. Results of the analysis will be discussed.
Simulation and Clinical Skills Child Health Forum
Facilitator: Kathryn Summers
The use of high fidelity human patient simulators provides educationalists with opportunities for innovative practice activities which focus on simulated, student centered, learning activities. This developing area of nursing curricula has been in response to regulatory guidelines which recognize the value of such learning activities and has facilitated its inclusion in pre- registration nursing programmes. (Nursing and Midwifery Council (NMC) 2007).
At Canterbury Christ Church University Simulation as practice hours has been introduced into year 1 and year 3 of the September 2009 pre-registration child nursing programme. This initiative has been supported through the development of the Simulation and Clinical Skills Child Health Forum. This forum was established in 2009 and since then has provided an opportunity for mentors/practice learning facilitators and educators from a number of fields of practice concerned with the care of children, young people and their families to come together and participate in simulated activities. Members of this forum assist with the simulation activities as part of the students practice hours within the University setting.
Key purposes of the forum include providing time for mentors and educators to network, exchange ideas, gain support and to share information particularly in relation to education, practice, and research. The forum has a lively and pro- active membership. This forum ensures that the quality of all aspects of child nursing simulated practice at a local level is based upon a collaborative approach.
Simulation Not for Dummies
Facilitators: Michelle Chappell, MSc Health Professional Educat; Carl Covill, MSC health education
Preparing students for primary care experience
Developments in student nurse curriculum and advancements in community practice imply that future practice will be community orientated Darzi (2008); hence it is fundamental to develop educational strategies which directly relate to skills using simulation as a learning method (Garside and Prescott 2009)
A literature review aims to determine the need for development of primary care skills by identifying and evaluating formal/informal methods required to develop student understanding of the needs of patients in a primary care setting (Modernising Nursing careers 2006).
Skills Acquisition Through Simulation: A Learner's Experience
Facilitators: Keeley Wade, BA Hons, PG Dip, RGN; Colette Rutter, BSc, RGN
Two post-graduate learners experiences of undertaking a Professional Certificate in Acute Illness. The theory was supported by acquisition of associated clinical skills through simulated practice.
The experience gained and development of Nursing practice will be discussed.
Content is related to the NICE Guidelines and the impact of knowledge and competence gained and relevance to patient safety.
Facilitator: Karen Currell, RGN,RSCN, PGD, MSc
A healthcare simulation board game set in its first application in the paediatric setting.
The game is being developed for commercial sale due late 2010. Game has several levels. Future versions in development including mental health , accident and emergency, schools version.
Low fidelity simulation allows particpants in game to gain insight and experience into paediatric nursing and other multidisiplinary team roles. SORT:ED is copyright protected and is being developed with support from grant from yorkshire forward and yorkshire enterprise fellowship .
Student Midwives Experiences of OSCEs for Developing Emergency Skills
Facilitators: Jayne Samples, RGN, RM, BSC(hons), MSc; Julie Parkin, RGN,RM, BSc (Hons), MSc
The results of a 2009 evaluation of 2nd and 3rd year midwifery OSCEs to develop emergency skills in eclampsia, breech, shoulder dystocia, PPH and neonatal resuscitation. Covers the use of scenarios, video, team work, communication and the simulated woman and baby
Teaching Advanced Assessment Skills Using Simulation
Simulation is an event or situation made to resemble clinical practice as closely as possible. The minute-to-minute care and monitoring of critically ill patients requires nurses to possess advanced assessment skills. Simulation workshops are facilitated every Monday during term. Scenarios are developed that require students to use classroom knowledge, incorporate assessment skills and develop critical thinking skills to adequately perform a full patient assessment. Students evaluate that working through scenarios sharpen their critical-thinking and psychomotor skills.
The Human Factors Debrief
Facilitator: Neal Jones, Rn PGCTLCP
The principle of the de-brief, is to provide a facilitated reflective learning environment following a simulated scenario, although it is equally valid as a mechanism for deconstructing real life error’s.
The Role of the Clinical Skills Technician
Facilitator: Tracy Clayton, BSc (Hons) Molecullar and Cell
The role of the Senior Clinical Technician is multifaceted inclusive of efficient running of the skills laboratories, maintaining and servicing serviceable equipment.
The role of the technician has developed with the advancement of iStan and METI products allowing for support of national trends, flexibility in curriculum developments and the introduction of new skills for the technician. (Hilton et al 2004)
The integration of iStan into the simulation laboratories and facilitation of simulated practice has had a two-fold impact upon the team. Firstly by a reduction in facilitator manpower and secondly by providing a development opportunity to the technician. Consequently resulting in heightened job satisfaction through observing the change in nature of student learning and the benefits that they are gaining from simulated practice.
The Theatre of High-Fidelity Simulation Education
Facilitator: Leah Greene, MRes, BSc (Hons), PG Cert HEPR
High-fidelity simulation is a useful mechanism to aid progression, development and skill acquisition in nurse education. However, nurse lecturers are daunted by sophisticated simulation technology. This poster presents a new method of introducing human patient simulation, whilst seeking to demystify the roles, responsibilities and underpinning pedagogy. Performing in front of people, repeated practice and taking on a new role teaches students to act, think and be like a nurse. This supports student learning and enhances self confidence.
Use of Simulated Practice to Promote Clinical Decision Making
Facilitator: Sheila Reynolds
Study into use of simulated practice with final semester adult branch students and if simulated practice aided their clinical decision making, prioritisation and team working skills. The simulated practice sessions used role play to create a busy four bedded bay of patients with students and staff acting as patients, relatives, other staff members. students had to work together in teams of four or five and 'manage' as situations ocurred to test their patient and management skills.
Utilising Istan in the Mental Health and Learning Disability Nursing
Facilitator: Steve Hemingway, RMN,M.A.
In December 2009 The University of Huddersfield and South West Yorkshire Partnership Foundation Trust were awarded funding to produce a training package including a physical health framework and accompanying interactive DVD. This collaborative project seeks to educate senior health care assistants, student nurses and registered nurses undertaking preceptorship in mental health and learning disability care settings. This presentation will show Istan has been utilised to provide an interactive educational medium for the students test their knowledge learned from the physical health framework.
The physical health status of the person diagnosed with mental health or learning disability condition has been described as a ‘care gap’. The aim of this project is to improve the baseline knowledge for the target audience of the typical physical health presentations and subsequent assessment and interventions.