HPSN World 2019

Orlando, Florida

February 26-28


Renaissance Orlando at SeaWorld®

Registration: $99 Early Bird

Announcements


Register and submit your abstracts today. Early bird registration rate available!  

Keynote Speakers Announced

Session submission closes November 17, 2018  

Preliminary agenda available

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HPSN World 2019


Inspired Innovation Emerging simulation technologies to improve patient outcomes

CAE's largest Human Patient Simulation Network conference is back!

In 2019 we'll be looking for you to join us in Orlando and share your passion for healthcare education through simulation. No matter your background, no matter your experience, HPSN World never fails to inspire.

Choose from over 100 sessions on simulation-based learning and earn CEUs

Enjoy the stimulating keynote presentations and interactive special events

Select from a range of pre-conference training courses

Be the first to experience exciting new methodologies and technologies

Collaborate and connect with a truly global... Read More

Register Now!

Venue &
Accommodations


HPSN World 2019 is being held at the Renaissance Orlando at SeaWorld

Renaissance Orlando at SeaWorld

 
Address: 6677 Sea Harbor Dr.
Orlando, FL 32821
P: +1-407-351-5555

Agenda


This is a preliminary agenda and is subject to change

February 24, 2019

Preconference Courses

Pre-Registration Required

February 25, 2019

Registration Opens

Preconference Courses

Pre-Registration Required

SSH Certification Testing

Pre-Registration Required

To Err is Human Screening

Documentary

Facilitator's Reception

February 26, 2019

Registration Opens

Breakfast

in Product Showcase

Plenary Session

Keynote Panel

Disaster Drill

Special Event

Lunch

in Atrium

Regional Meetings

Networking Opportunity

Concurrent Session I

Refreshment Break

Concurrent Session II

Welcome Reception

Special Event

February 27, 2019

Yoga Fitness Session on Lawn

Pre-Registration Required - Free to Attend

Registration Opens

Breakfast

in Product Showcase

Plenary Session II

Concurrent Session III

Concurrent Session IV

Lunch

in Atrium

Poster Walk & Judging

Concurrent Session V

Refreshment Break

Concurrent Session VI

Concurrent Session VII

Fundraiser

Special Event

February 28, 2019

Breakfast

in Product Showcase

Concurrent Session VIII

Concurrent Session IX

Concurrent Session X

Hotel Checkout & Lunch

Speakers


The HPSN World 2019 team is excited to announce our opening keynote speakers for HPSN. The keynote panel will focus on the impact of medical errors on patients and providers, and how simulation can be part of the solution.

 

Amar Patel will lead an interactive session among the HPSN World attendees and our panelists: Mike Eisenberg, the director and producer of “To Err is Human,” Sue Sheridan, a distinguished patient safety advocate who was featured in “To Err is Human,” Dr. Tara Bastek, a neonatologist, bioethicist and chair of the WakeMed bioethics committee, and Dr. West Paul, chief quality and medical staff officer at WakeMed.

 

We will screen the “To Err is Human” patient safety documentary during the conference. Watch the trailer at https://www.toerrishumanfilm.com/.

Amar Patel, DHSc, MS, NRP, CHSE, FSSH

Amar Patel, DHSc, MS, NRP, CHSE, FSSH HPSN World Keynote Panel moderator

Chief Learning Officer at CAE Healthcare

Amar Patel is a clinician, researcher, and renowned educator with a Doctorate in Health Science from Nova Southeastern University in Fort Lauderdale, Florida, and a Master of Science in Emergency Health Services Education from the University of Maryland Baltimore County.  He currently serves as chief learning officer at CAE Healthcare.   Founder and past chair of the North Carolina Simulation Collaborative, Dr. Patel is a simulation expert and much-published key opinion leader with 60+ abstracts,...

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Susan Sheridan, MIM, MBA, DHL

Susan Sheridan, MIM, MBA, DHL Keynote Speaker

Director of Patient Engagement, Society to Improve Diagnosis in Medicine

Susan Sheridan is the director of patient engagement for the Society to Improve Diagnosis in Medicine (SIDM) where she spearheads efforts to ensure that the patient and family perspective informs all facets of SIDM’s work. She recently served as the patient and family engagement adviser in the Center for Clinical Standards and Quality at the Centers of Medicare and Medicaid (CMS). Prior joining CMS, Sheridan served as the director of patient engagement...

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J. West Paul, M.D., Ph.D.

J. West Paul, M.D., Ph.D. Keynote Speaker

Chief Quality and Medical Staff Officer and Senior Vice President at WakeMed

Joseph (West) Paul, M.D., Ph.D., is presently chief quality and medical staff officer and senior vice president at WakeMed Health and Hospitals in Raleigh, North Carolina.  He serves as a member of the system Strategic Leadership Team as well as Operational Leadership Team.  He is a member of the Board of the North Carolina Quality Association as well as a member of the Board of Managers and Quality Chair of Wake...

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Tara Bastek, MD, MPH

Tara Bastek, MD, MPH

Assistant Medical Director of Neonatalogy at WakeMed Health

Dr. Tara Bastek is a board-certified pediatrician and neonatologist who joined WakeMed Physician Practices - Neonatology in 2004.   Dr. Bastek completed her Pediatric Residency at UNC in Chapel Hill, then moved to Boston where she completed her Neonatology Fellowship at the Harvard Program in Newborn Medicine. Her research interest focused on neonatal ethics at the border of viability.  While at Harvard, she completed a year-long Seminar in Medical Ethics and obtained her Masters of...

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Mike Eisenberg

Mike Eisenberg Keynote Speaker

Director of “To Err is Human” and Creative Director of Tall Tale Productions

Mike Eisenberg is the director, editor and producer of “To Err Is Human” and a partner and creative director at Tall Tale Productions. He has directed and edited a variety of commercial and documentary projects. His father, Dr. John Eisenberg, was the director of the Agency for Healthcare Research and Quality (AHRQ) until he passed away in 2002, as well as a pioneer in patient safety and quality improvement in health care.   Mr....

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Kailey Brackett

Kailey Brackett Keynote Speaker

Lead Producer, “To Err is Human”

Kailey Brackett is the Lead Producer of the documentary. She worked in TV and film prior to co-founding the Chicago-based Tall Tale Productions. She has produced award- winning films in both fiction and documentary. 

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Matt Downe

Matt Downe Keynote Speaker

Cinematographer and Producer, “To Err is Human”

Matt Downe is the Cinematographer and Producer of “To Err Is Human.” He has been a cinematographer and editor on a variety of commercial projects and produced films featured in multiple film festivals. Prior to co-founding Tall Tale Productions, he worked at an advertising agency.

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Content


Every year, HPSN World raises the bar for new, exciting and innovative content.

Keynote Speakers

Keynote Speakers

Every year, HPSN features keynote speakers whose expert presentations bring into sharp focus the relevant trends, concerns, and strategic challenges that propel the medical simulation industry ever forward. HPSN World 2019’s keynote speakers will address cogent issues of particular interest to the conference body and impart insightful perspectives on the constantly evolving landscape of the healthcare simulation community. Information on this year's Keynotes can be found above in the "Speakers" section.

Pre-Conference Courses

Pre-Conference Courses

This year at HPSN World 2019, CAE Healthcare is offering multiple exciting pre-conference course opportunities on Sunday & Monday, February 24 - 25th preceding the conference. Registration for these courses is an optional part of your HPSN World registration and will carry an additional cost. Register today to secure your spot!

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Pre-Conference Courses


With the exception of the SSH testing, you can register for these pre-conference courses (held on Feb 24-25) with your HPSN World registration. If you have already registered, these are available via the "My Orders" section of your account.

HPSN World 2019 Pre-Conference Courses & SSH Testing Site

Presented By: CAE Healthcare Customer Service
Date: February 24-25
Seats remaining: 8
Duration: 2 days
Cost: $1,900.00 USD

Special HPSN Price: $1900.00 USD (25% savings)

Our product technology course was designed to provide customers with the basic skills required to triage failures and replace top-level assembles with or without the guidance of a CAE phone technician.

2-day hands-on course provides participants with the following learning opportunities:

  • Operate system and complete a performance test
  • Dismantle and reassemble the main torso, head and limbs
  • Identify and describe the function of the internal components
  • Replace the mannequin’s skin, limbs and select subassemblies
  • Perform basic troubleshooting by recognizing failure modes and isolating defective components utilizing phone support
  • Verify and reconfigure the network configuration of simulator and related system components as required utilizing phone support
  • Perform basic preventative maintenance of the pneumatic and fluidic systems
  • Install Software Updates, SCEs and other learning content
  • Identify and request replacement parts

This is an intensive, 2-day, specially tailored course for participants already familiar with electronics, pneumatics and networking. The course will take place from 9am - 5pm on February 24-25, 2018.

Pre-registration is required, and we are only accepting a maximum of 8 attendees, so don’t delay and register today!!

We understand that situations arise in which you must cancel your registration.

Please submit all cancellation requests within 60 calendar days prior to the scheduled course date in order to receive a full refund.  Cancellations received 30 days prior will receive a 50% refund.  Any cancellations less than 30 days will not be provided a refund, however, all amounts not refunded can be used as a credit towards a future similar type training less a 250$ administration charge.

*All courses are subject to cancellation if minimum enrollment has not been reached 30 days prior to the course date.  Post-conference prices: $2,550 (2-day simulator technician training) + $1,200 for 1-day prerequisite Intro to simulator technology course

Presented By: CAE Healthcare Customer Service
Date: February 24-25
Seats remaining: 8
Duration: 2 days
Cost: $1,900.00 USD

Special HPSN Price: $1900.00 USD (25% savings)

Our product technology course was designed to provide customers with the basic skills required to triage failures and replace top-level assembles with or without the guidance of a CAE phone technician.

2-day hands-on course provides participants with the following learning opportunities:

  • Operate system and complete a performance test
  • Dismantle and reassemble the main torso, head and limbs
  • Identify and describe the function of the internal components
  • Replace the mannequin’s skin, limbs and select subassemblies
  • Perform basic troubleshooting by recognizing failure modes and isolating defective components utilizing phone support
  • Verify and reconfigure the network configuration of simulator and related system components as required utilizing phone support
  • Perform basic preventative maintenance of the pneumatic and fluidic systems
  • Install Software Updates, SCEs and other learning content
  • Identify and request replacement parts

This is an intensive, 2-day, specially tailored course for participants already familiar with electronics, pneumatics and networking. The course will take place from 9am - 5pm on February 24-25, 2018.

Pre-registration is required and we are only accepting a maximum of 8 attendees, so don’t delay and register today!!

We understand that situations arise in which you must cancel your registration.

Please submit all cancellation requests within 60 calendar days prior to the scheduled course date in order to receive a full refund.  Cancellations received 30 days prior will receive a 50% refund.  Any cancellations less than 30 days will not be provided a refund, however, all amounts not refunded can be used as a credit towards a future similar type training less a 250$ administration charge.

*All courses are subject to cancellation if minimum enrollment has not been reached 30 days prior to the course date.  Post-conference prices: $2,550 (2-day simulator technician training) + $1,200 for 1-day prerequisite Intro to simulator technology course

Presented By: SSH
Date: February 25
Duration: 1 Day

CAE Healthcare and the Society for Simulation in Healthcare (SSH) invite you to take advantage of the opportunity to test to become a Certified Healthcare Simulation Educator (CHSE) or Certified Healthcare Simulation Operations Specialist (CHSOS) at HPSN World 2019 in Orlando, FL. 

Testing will be available at HPSN World 2019 on:
Feb 25, 2019: 1200 (start time)
Feb 25, 2019: 1530 (start time)
Feb 25, 2019: 1900 (start time)

*testing times are normally two hours unless an extension has been granted (such as for candidates who have requested extra time due to English being their second language).

These are the steps to sign up for and to take the exam at HPSN World 2019

The application process is the same, complete the application at www.simcertification.com.  You must create a profile, but SSH membership is not required.
Submit your application and payment. After your application has been approved, you will receive an email on how to schedule an examination, including the steps to select a location, date, and time. Choose the SSH CHSE/CHSOS Testing at HPSN World 2019 when selecting your examination location and choose from the available time slots that suit your schedule. 

Registration for this site will be available up until February 23 at 1700 ET, so make sure to get your application in and approved so you can sign up before that deadline.

Specific location and directions are sent to those who are registered, along with confirmation of their testing date and time.  For any questions or to inquire about additional details, please email director@simcertification.com

Training Courses

Training Courses

Every curriculum-based training course at HPSN World is led by an expert CAE Healthcare educator and designed to provide participants with quality instruction. From immersive, hands-on training on the world’s most advanced human patient simulators, to best-use practices for team-based communication, simulation center management and effective debriefing, these mini-courses will expand your knowledge of healthcare simulation and its role in enhancing learning objectives and improving patient care. Space is limited. Register for your spot today!

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Training Courses


HPSN World 2019 Training Courses will be available for registration as soon as the schedule is posted. Stay tuned!

Presented By: CAE Healthcare Academy Facilitator
Duration: 2 Hours
Cost: FREE

Pre-registration required with a maximum of 20 attendees. This course is intended for new users or those requiring a review.  This two-hour hands-on course will provide participants with the essentials of using Juno. Set-up, power on and off procedures, use of fluid features, and use of the CAE Healthcare preconfigured SCEs in the Maestro operating platform will be covered.

Presented By: CAE Healthcare Academy Facilitator
Seats remaining: 1
Duration: 2 Hours
Cost: FREE

Pre-registration required with a maximum of 20 participants. This two-hour course utilizing one of CAE’s newest patient manikins, Ares, will demonstrate that the age of the one size fits all simulator is fading as the dawn of the customized simulator rises.  In the course, participants will discover how a “mid-fidelity” simulator and its variety of options can be tailored to meet the training requirements when educators apply their needs, knowledge, experience, and creativity to their simulations.

Presented By: CAE Healthcare Academy Facilitator
Duration: 2 Hours
Cost: FREE

Pre-registration required with a maximum of 10 participants. This two-hour hands-on course will provide participants with the essentials of using Lucina. Set-up and use of the CAE Healthcare preconfigured SCEs in the Müse operating platform will be covered. The focus of this course is managing a shoulder dystocia using Microsoft HoloLens as a teaching tool.

Presented By: CAE Healthcare Academy Facilitator
Seats remaining: 20
Duration: 2 Hours
Cost: FREE

Audiovisual performance capture is an inescapable component of today’s simulation environments. This interactive two-hour course invites participants to engage in hands-on training with LearningSpace Essentials, CAE Healthcare’s comprehensive audiovisual tool.  Participants will learn how to run their Juno or Ares manikin through LearningSpace Essentials and capture data using checklists. 

Presented By: CAE Healthcare Academy Facilitator
Seats remaining: 5
Duration: 2 Hours
Cost: FREE

This two-hour interactive course allows participants to design evaluation tools using case manager function and define reporting parameters to obtain a 360-degree learner assessment, including pre-simulation activity, post-simulation activity, event evaluation, self-evaluations and peer evaluations. Mapping outcomes and meeting benchmarks will be discussed. 

It is recommended that participants are a current user of LearningSpace. It is required that attendees bring their own personal computer that meets LearningSpace specifications to run the software for hands-on participation. 

Presented By: CAE Healthcare Academy Facilitator
Seats remaining: 2
Duration: 2 Hours
Cost: FREE

Get to know the basic features of the Maestro operating platform in this two-hour training course.  Featured topics include launching the software application, differentiation between patient, scenario, state and Simulated Clinical Experience (SCE) as they are used by the Maestro software, run a preconfigured SCE, navigate the software and the ability to make changes on-the-fly while an SCE is running and launching the TouchPro software. 

Presented By: CAE Healthcare Academy Facilitator
Seats remaining: 1
Duration: 2 Hours
Cost: FREE

Get to know the advanced features of the Maestro operating platform in this two-hour training course. Working in small groups that are facilitated by a CAE Healthcare Clinical Educator, participants will design and script a Simulated Clinical Experience (SCE) in the Maestro software using physiology, with both manual and automatic transitions. Editing an SCE, and creating and saving a patient will also be covered.  

Presented By: CAE Healthcare Academy Facilitator
Duration: 2 Hours
Cost: FREE

This two-hour workshop will assist participants to create and design a hybrid simulation design for interprofessional education in clinical practice. Data globally shows that a key component of patient safety is related to how teams work together so creating interprofessional simulation based education activities is one such remedy – if you work together, learn together. 

To aid the development of an authentic simulation-based activity the INACSL Standards of Best Practice: Simulation will be used. By focusing on the Simulation-Enhanced IPE and Simulation Design standards, participants will be guided to create a hybrid design for patient safety that can be used in a hospital or community environment.  Reference will be made to the 2009 Core Competencies for Interprofessional Collaborative Practice often referred to as the IPEC competencies.  

If you are involved in patient safety and are keen to create hybrid simulation activities for clinical practice this is the workshop for you!   

Presented By: CAE Healthcare Academy Facilitator
Duration: 1 Hour
Cost: FREE

This one-hour interactive session will explore simulation fidelity and its importance to a "good" simulation activity.  Discussion will include past and current fidelity concepts.  Participants will examine two new modular simulator platforms, Juno and Ares, and observe how these exciting low-cost simulators are blurring the fidelity level lines of today's simulators.

Presented By: CAE Healthcare Academy Facilitator
Duration: 1 Hour
Cost: FREE

This one-hour course will provide hands-on experience with the capabilities of mechanically ventilating CAE manikins.  Participants will learn how to manually adjust the compliance of the manikin as well as how to adjust respiratory parameters in the software.  

Facilitated Sessions

Facilitated Sessions

HPSN World 2019 will carefully construct its facilitated sessions to ignite meaningful discussion and spark nuanced thinking. Attendees are encouraged to review the full selection of offerings, sign up for the deep dive sessions that speak most intimately to their individual desire for greater understanding, and take advantage of opportunities to learn directly from renowned researchers, instructors, thinkers, and industry leaders. 

View Sessions

Facilitated Sessions


Presented By: Adam Hoffman, West Virginia University- WV STEPS | Russell Doerr, West Virginia University- WV STEPS

WVU Health Sciences Center houses the Schools of Medicine, Nursing, Occupational Therapy and partners with WVU Medicine to house residency programs in Emergency Medicine, Anesthesia, Internal Medicine, Surgery, Obstetrics and others.  WV STEPS is the interprofessional simulation center that serves WVU and in 2017 purchased an augmented reality ultrasound trainer from CAE Healthcare.

            This presentation will describe the integration of the AR Ultrasound trainer into various simulation curricula from undergraduate Occupational Therapy through faculty development for practicing anesthesia faculty.  The presentation will also include how we have introduced the trainer to various programs and faculty and supported and encouraged its use and integration.  

            We will also discuss how we have utilized the trainer as a recruiting tool for students, staff, and faculty.  We will highlight the added value that the trainer has brought to our university and how we intend to further include and expand its use.

            Programs that currently use the augmented reality trainer currently: Occupational Therapy, School of Medicine, School of Nursing, Emergency Medicine, Anesthesia, Surgery, Obstetrics/ Gynecology, and Family Medicine.

Presented By: Adam Hoffman, West Virginia University- WV STEPS | Rusty Doerr, West Virginia University- WV STEPS

Our presentation will discuss the use of a high-fidelity manikin to train and evaluate staff and test systems in a high-risk OB transport environment.  WV STEPS serves as the simulation center for all of WVU Health Sciences and WVU Medicine’s JW Ruby Memorial Hospital.  As part of that mission, we were asked to assist in training OB nurses to operate in a transport environment, with the goal of transporting high-risk OB patients to a tertiary care center at a high level of care. 

            This presentation will center around CAE’s Lucina obstetrical manikin and the LearningSpace ultra-portable recording system but is applicable to most systems and manikins.  

            The need was realized to train the nurses to operate without the direct supervision of an OB attending, and with the help of the already established PICU Transport team.   Several sessions were developed within the simulation center to train the PICU team to assist in emergent, complicated deliveries.  During those trainings, the need arose to orient the OB staff to the transport environment.  

            An OB Manikin was loaded to an ambulance stretcher and was used outdoors in a critical care transport certified ambulance, both moving and static, and was used to train the OB staff in an austere setting.  The sessions were recorded using a mobile learning management system.  

            This presentation will discuss the process we implemented, highlight the successes and pitfalls of our program and help foster ideas to incorporate your manikins and system in a transport environment.

Presented By: Antonio Bonacaro, Anglia Ruskin University | Nick Wrycraft, Anglia Ruskin University | Dave Sookhoo, Anglia Ruskin University

A considerable part of nursing students’ training takes place in simulation laboratories where real-life clinical situations are replicated through guided learning experiences. The subjective experience of stress and anxiety can significantly reduce the quality of the teaching and learning experience, limit the quality of students’ performance and increase the probability of making mistakes that can compromise patients’ safety. Mindfulness meditation is a technique that helps students develop skills of paying attention to themselves and the world in a non-judgemental manner and encourages compassion, acceptance and kindness which are values at the core of the nursing profession. A significant body of literature demonstrates the benefits of mindfulness meditation in terms of stress reduction, increased quality of sleep, increased self-regulatory processes of attention control and emotion regulation. The aim of this project is to explore the potential of mindfulness meditation in improving the quality of the learning and teaching experience of nursing students involved in a simulated clinical scenario based on a case of sudden cardiac death. The study will consist of three stages. Stage 1: all students will attend 30 minute lecture reiterating the concept of sudden cardiac death and basic life support. The group will then be divided into 2 randomly allocated teams of 4 students each and then asked to manage a 20 minute simulated scenario based on a deteriorating patient resulting in a cardiac arrest. All of the participants’ clinical performances will be video-recorded along with the continuous monitoring of their vital signs. At the end of the simulated session all students will be tested for stress and anxiety levels through the application of validated assessment tools. Feedback will be provided on the participants’ performance during a 30 minute debriefing session based on the video-recorded sessions. Stage 2: all participants will complete a 21-day mindfulness meditation training programme, delivered by a qualified instructor and adapted from the Mindfulness-Based Stress Reduction Programme, devised by Kabat-Zinn. Stage 3: all participants will undergo another simulated skill session following a similar process described in Stage 1. The expected outcomes of this study are: improving self-monitoring and attention regulation, reducing anxiety and stress, limiting procedural mistakes, improving the quality of the teaching and learning experience and improving patients’ safety. This session will offer an overview of the preliminary subjective and objective data collected from eight 3rd year adult nursing students taking part in the study on a voluntary basis. 

Presented By: Catherine Neighbors, Salisbury University | Deanna Schloemer, Salisbury University | Lisa Seldomridge, Salisbury University | Robert Joyner, Salisbury University

High fidelity medical simulation has been used for more than a decade to train health professions students.  While assessment and clinical decision making are central to all simulation experiences, documentation in an electronic health (medical) record is another vitally important skill that often is overlooked.  Unfortunately, the cost associated with acquiring access to widely used EHRs is staggering and training EHRs are limiited in the scope of documentation options.  Furthermore, there is a need for a comprehensive apprach to learning documentation skills to ensure safe, efficient, and quality patient care.

Creation of a low-cost, interdisciplinary electronic health record (EHR) is a solution to improve documentation in high fidelity medical simulations.  This presentation will discuss the importance of incorporating documentation during simulation experiences, identify the challenges associated with integrating and EHR into healthcare simulations, and describe the development of an interdisciplinary EHR that has been used with undergraduate health professions students across a variety of clinical specialties.  Details of how to design a chart template, integrate history and physical exam data, and provide lab/diagnostic study results and medical orders will be described.  Recommendations for discipline-specific and interdisciplinary documentation will be discussed.  Examples of each aspect of the EHR will be provided.  Methods to evaluate the quality of student charting will also be explored.

Presented By: Daniel Limmer, Limmer Creative | Stephanie Limmer, Limmer Creative

CAE and Limmer Creative, an app developer for EMS and allied health education, have partnered to create mobile and web-based apps to provide wraparound learning with ARES manikins. The apps offer pre- and post-tests as well as flash cards for each of the SCEs that come with the ARES manikin. The partners have also created stand-alone learning products with the ability to receive CEUs for both app-based and simulation experiences. This session describes how apps can be used to engage learners, meet continuing education needs and build a better and more clinically relevant simulation experience for you and your learners.

Presented By: Daniel Limmer, Limmer Creative

Simulation conjures images of multiple participants feverishly working over a manikin to solve a complex clinical problem before the manikin “crashes.” These experiences are valid and formative. But simulation can also be used for smaller bites of learning. This session will discuss the concept of tying simulation to individual objectives, components or decision points of complex processes. Using an Emergency Medical Services simulation program as an example, this session will demonstrate how to weave simulation into your educational programs on a daily basis.

Presented By: John Giannini, Alabama College of Osteopathic Medicine | Dianne Walker, Alabama College of Osteopathic Medicine

This session will describe the development, components, and implementation of a simulation curriculum that integrates with and augments a year 1 and 2 systems based curriculum. Additionally, the session will provide the results of a survey administered to clinical students at the end of their 3rd year who fully participated in the simulation curriculum during their pre-clinical years. The development and delivery of a pre-clinical simulation curriculum that fully integrates with and supplements an existing systems-based curriculum has occurred during a four year period. During that time simulation activities have been implemented based on systematic processes.  This current process includes a weekly learning activity of: (1) high fidelity simulation encounters, (2) procedural skills training or (3) practicing critical thinking/diagnostic presentations.  This process is particularly necessary in institutions that do not experience pre-clinical patient encounters.  In addition, the process is highly successful in the transference of clinical knowledge and skills to the clinical years.   A survey designed to provide feedback to optimize the educational value of simulation activities was administered to students at the end of their 3rd year clinical program for the purposes of: (1) assessing the year 1-2 simulation curriculum and (2) determining what simulation curriculum components were most valuable relative to 3rd year clinical performance and (3) determing what enhancements could be made and implemented into the simulation training going forward.  The survey was sent to all 161 3rd year clinical students with 71 students responding. Students were surveyed on ten clinical care domains of their perception of enhanced confidence and competence during their clinical rotations. Overall, students reported that their simulation experiences in years 1 and 2 were extremely beneficial in preparing for clinical rotations and enhanced their clinical performance (e.g. clinical skills, confidence, teamwork).

Presented By: James Johnson, High Point University Department of PA Studies

Presentation centers around a mental health simulation we use for first year PA Students at High Point University.  This simulation presents an acutely psychotic patient, in law enforcement custody, brought to the Emergency Department for evaluation of arm pain.  We feel that our method is useful to discuss from several angles:

  •  Patient presents in custody of law enforcement
    • Students have to assess patient's arm complaint while patient is initially in handcuffs
      • Will students ask for handcuffs to be removed?
      • Will students order X-Rays and how will handcuffs be handled in this situation?
    • Students have to choose how to interact with law enforcement officer who is required to maintain custody of patient in spite of the patients agitation toward the officer
      • How will students deal with potentially aggressive behavior of patient toward law enforcement?
  • Patient showing signs of acute psychosis
    • Simulated patient is an actual law enforcement officer
      • Significant experience in dealing with mental health subjects provides perspective on actual patient presentation
      • Significant law enforcement specific training in undercover operations provides ability to interact realistically, "on the fly" with providers
  • Patient is agitated toward law enforcement but cooperative with heatlh care providers
    • Students are evaluated on safety precautions taken during simulation
      • Do students maintain safe distance/reactionary gap between them and the patient?
      • Do students maintain escape route in case patient becomes violent?
      • Simulated patient has a knife clipped in his right front pocket, students evaluated on how they deal with this
      • Patient does become agitated if asked about drug use.  How do students deal with sudden agitation in otherwise cooperative patient?

Evaluation and management of patients presenting with acute psychosis is found in multiple practice environments including Psychiatric Practice, Family Practice, Emergency  Medicine, Urgent Care.  Care of the psychiatric patient involves entire medical team and training is necessary in order to maximize care for the patient and safety for medical providers as well as other patients.  We feel using a law enforcement officer with experience in dealing with mental health patients provides a realistic patient experience and also provides a valuable resource for a safety discussion during debriefing.

Presented By: Jeff Schneiderman, The University of Toledo IISC | Martha Sexton, The University of Toledo IISC | Nicole McKenzie, The University of Toledo | Allison Spencer, The University of Toledo IISC | Yixing Chen, The University of Toledo IISC | Carolina Wishner, The University of Toledo | Kevin Kenny, The University of Toledo

As man-made and natural mass casualty incidents proliferate in frequency and magnitude, the hemorrhagic trauma associated with these events can result in death in a matter of minutes.  We have recognized the potential for disaster within our own campus and have established tourniquet and bleeding control equipment within current mounted AED sites. In addition, based on current disaster and trauma guidelines, we have provided training to The University of Toledo Police Department and over 200 students from 11 different healthcare professions. In this session we will explain the process of advocating for the tourniquet and bleeding control stations and also demonstrate how we used simulation models to teach basic and improvisational methods to stop uncontrolled bleeding. The Pre- and post- survey results of the student sessions will also be discussed. 

Presented By: Jessica Caampued, University of South Florida | Corey Sargent, University of South Florida

In the world of simulation education, we are advancing in our simulators and high-fidelity manikins. But with continuous technological improvement, how can we assure that learners are actually learning in their simulation experience? What are some of the ways that we can better debrief learners and bring about a positive learning experience? Through the workshop, we hope to develop current debriefing and facilitation skills with the guidance of INACSL Standards of Best Practice and challenge preconceptions about simulation facilitation and debriefing.  
 

Presented By: Jessica Caampued , University of South Florida | Corey Sargent, University of South Florida | Koundinya Kompali, University of South Florida

The purpose of the Workshop B is to have an active experience on facilitation and debriefing methods discussed in All About Debriefing Workshop A. This includes having volunteer participants run through a scenario - from pre-briefing, simulation experience to debriefing. 

One goal for designing simulations for novice medical learners and practioners is to provide an authentic clinical environment that can represent many of the variables they may encounter in their clinical practice that will facilitate the transfer of knowledge in developing the clinical schemas, build professional report, improve their ability to communicate with a diverse pateint population and make sound eithical clinical decisions.  Although high fidelity simulation (HFS) offers a plethra of learning opportunities, many of the areas mentioned HFS is unable to provide adequate learning opportunities.  One solution to this weakness is incorporating the use of standardized patients in the high fidelity simulation encounter with specific goals and objectives.

Boet et al., (2014) illustrates hybrid simulation as the use of either a high fidelity simulator or standardized patient with a task training model.  Pate and Ricardo (2016) developed a slightly different hybrid where they trained standardized patients to freelance their encounter based on the students performance, rather than following a prescribed script.  Goolsby and Deering (2013) found using these types of hybrid simulations  innovates on the simulation process by demanding of a medical student that they pay close attention to the emotional responses of their patients, which may develop in ways they cannot anticipate.

Over the course of the last couple of years we have began to use standardized patients in our high fidelity simulations in a number of unique simulations.  These include acting as family members (spouse, grandmother,...) who are there to both provide important medical history and provide educational development for bed side manner and professionalism.  While this is not a new concept for many simulation centers, the standardized patients (or family member) has a specific script and submits an assessment for identified objectives after each encounter.  They are not there to be a distractor but to simulate authentic clinical environement.  

Additionally, standardized patients are used as needed healthcare team members.  Past practices educators will assign roles to each simulation learner of the team.  IE  Assigning the task of a nurse to a medical student adds undo stress, thus increasing cognitive load as the learner and takes away the focus from what the primary objectives of the simulation encounter.   We have also used standardized patients as the actual patient with a virtual patient monitor running (metiman) which enables the scenario to have pateint vitals fluctuate while at the same time have the student communicate with a real patient.  In some encounters we use Sim Scopes which allow the student to actually hear clinical pathologies (heart/lung) while having the virtual monitor provide realtime changes to vitals and the standardize patient responds as scripted.  

The purpose of this presentaiton will provide unique ways standardized patients can be used to make simulation encounters more authentic and beneficial.

Presented By: Jim Rinehart, Midwestern University

Tremblay et al., (2017) illustrates that although simulation education has become an educational imparitive in medical education, the premise that these highly authetic simulated clincical environments lead to improved transfer of learning is debateable, especially in the novice learner.  For the novice medical student the simulated environment can be over stimulate the emotional and cognitive capacity, increasing the learners cognitive load and hindering the learning process.  Qiao et al., (2014) proposes that the over taxing of the novice medical learner is due to the lack of devleopment of clinical schemas.  It is the development of these clinical schemas that allow experts to use less working memory in the complex arena of clinical decision making.  Current simulation design models rarely inform educators how to adapt the simulation environment for novice medical learners in part due to a misunderstanding of how emotional and cognitive load impact learning.  The purpose of this lecture is to familiarize the learners how the design of the simulation environment impacts, emotional stress, working memory, schema development and cognitive load.  In addition, the class will provide strategies for reducing cognitive load in designing simulationf for novice learners.

Klepsch et al., (2017) illustrates how Sweller’s 1994 Cognitive Load Theory is based on two main assumptions: First that working memory is limited in its capacity when processing information, and second that long-term memory is virtually unlimited. The basis of these two assumptions are based on the seminal work from Millers 1956 theory on working memory and Rumelhart’s 1980 schemata theory.

  • Miller (1956) illustrated how our short-term (working) memory is limited to seven +/- two elements before overwhelming a learner’s capacity.  This however, is dependent on the learners existing schemas.
  • Rumelhart (1980) developed Schema Theory, which illustrates the how Schema Theory represents a coding technique for a person to recall knowledge.  The process of schema development is the brains way of organizing information in categorical manner that enables the information to be recalled without using elements of the working memory.
  • Sweller et al., (1998) working from Sweller’s 1994 work illustrate how intrinsic load, extraneous load and germane load play key roles in schema development.  Where intrinsic load and extraneous load effect working memory capacity and germane load can improve learner’s ability to schema development or long-term memory.
Presented By: Jim Rinehart , Midwestern University

As the healthcare system evolved over the last few decades, with medical technology, advances in multiple areas of the sciences, and an increased awareness of patient safety, medical school curriculum has been under pressure to also evolve its pedagogical approach to medicine by better integrating the basic sciences to be more clinically relevant (Heyler & Dickens, 2016).  In 2015 Bracer and Fergunson stated that despite a century of evolution of the fund of knowledge in both basic and clinical science, as well as the evolution of educational technologies like simulation, the medical education system is still viewed to be inadequate to prepare physicians for the 21st century.  Kulasegarem et al., (2013) posited a major component to the years of failure have been due to a lack of sound pedagogical principles being used in the integration process.  Guilding (2016) states major challenge faced by undergraduate medical students is application and integration of their basic science knowledge into clinical practice. Such integration forms a crucial component in the effective evaluation and management of patients.  However, medical schools often struggle to provide sufficient early clinical experience to facilitate this process, particularly in the first, predominantly preclinical, years.

A common theme we hear today in education, including the basic sciences, is whether the curriculum is relevant (Finnerty et al, 2010; Hojat et al, 1996; Prober and Khan, 2013).  Finnerty et al, 2010 researched this question among multiple clinical and basic science faculty.  The result showed across the board there was agreement that the basic sciences provided the core base knowledge physicians need to be skilled clinicians.  However, it was also conveyed that how the basic sciences are taught need to made more relevant to clinical medicine and that medical education needs to step away from its linear approach of pedagogy and foster the digitally empowered learner (Prober and Khan, 2013).

Through the use of simulation encounters learners can work through concepts of basic science that are not simply a compendium of facts but are immersed into an integrated approach of clinical problem solving.   A key concept for this approach is that because students can revisit these encounter throughout their entire medical school experience, it may be possible to improve basic science retention, which will improve their transition into post-graduate medicine (Finnerty et al, 2010).

The purpose of this course will be to illustrate various types of simulations that can be implemented to help novice and advance learners transfer basic science pedagogy to clinical presentation and diagnosis. Additional the presentation will focus on key design principles for setting up the simulations to best foster learning.

Presented By: John Todaro, University of South Florida, College of Nursing

This presentation will discuss the concept of EMS shift simulations and their value in Paramedic education programs. Emphasis will be placed on the process for development, utilization and evaluation of EMS shift simulations as well as its contribution to strengthening Paramedic Student Psychomotor Competency Portfolios.

Presented By: Julie Cole, Wentworth Douglass Hospital | Jessica Crane, Wentworth Douglass Hospital

Session Description

This session will review the two year journey that members of the Nursing Education Research and Innovation (NERI) team took as they developed a simulation center at Wentworth-Douglass Hospital (WDH) a community hospital.  Members of the NERI team utilized evidenced based resources along with training and support from CAE to develop a simulation center and philosophy.  The WDH Simulation Center delivers high quality simulation learning experiences.  Our outcomes have demonstrated improvements in patient care in our organization, local community, and facilitated state level practice changes.

Challenges that we faced during the journey included: no additional dedicated position for simulation center staff; minimal operational budget allowances; staff with little or no simulation experience.

Outcomes include strengthening culture of simulation within the organization, partnering with local EMS community to ensure that evidence based care is delivered to patients, enhancing education delivery. Effectiveness of simulation learning experiences include, evaluation of confidence level index scores, and tracking simulation metrics. In just over two years the simulation center has hosted over 1500 learners which included frontline clinical staff, local Emergency Medical Service providers, and four Nurse Residency Cohorts.

Presented By: Kathryn Smalley, West Virginia University STEPS | Russell (Rusty) Doerr, West Virginia University STEPS

Throughout this presentation, we will demonstrate and discuss the creation, implementation, and administration of formative and summative Objective Structured Clinical Examinations (OSCEs) using the learning management system LearningSpace. Participants will acquire knowledge and learn resources needed to create their own automated OSCE.  This will include logistics, evaluation, automatic grading, standardized patient (SP) auditing, and troubleshooting.   Participants will become aware of potential technological pitfalls that can occur while using a learning management system for high stakes exams and prepare to alleviate such issues. 

In the Spring of 2018, West Virginia University’s (WVU) School of Pharmacy faculty developed an OSCE for their third-year curriculum, which was then built into LearningSpace and piloted at WVU’s Simulation Training and Education for Patient Safety center (STEPS).  For these OSCEs, five individual sessions included 72 learners each.  The four formative sessions required 2-3 standardized patient cases and were implemented over a four-week period.  As an educational tool, learners completed LearningSpace’s self/peer evaluations from home upon completion of that weeks’ OSCE.  Faculty also utilized LearningSpace to watch videos live (and retrospectively as needed) to complete a faculty observation and narrative.

The fifth and final event was a summative OSCE.  This formalized method of testing consisted of four cases per day and extended over the course of two days. Each case included a Pre-Encounter learner page.  Pre-recorded intercom announcements in LearningSpace were used to keep the sessions on time.  12 pharmacy faculty simultaneously graded learners live from a remote location. 

The sessions were automatically graded in LearningSpace using a standardized faculty observation & narrative checklist. Each category was weighted differently.  The weighting was set up in advance and was based off the key objectives of each case.  To ensure inter-rater reliability, trained SPs audit other SPs’ performances during the OSCE using LearningSpace’s SP Performance Assessment tool.

These types of OSCEs are redefining curriculum and are the future of interactive learning. Learning management systems, particularly LearningSpace, provide the necessary tools needed to measure quality educational outcomes.

Presented By: Kellie Bryanyt, Columbia University | Eileen Thomas, Columbia Univeristy

Opioid overdose is the leading cause of death in the US for people under 50. This presentation will discuss the efforts of one simulation center to help combat the opioid crisis by providing interdisciplinary opioid overdose prevention training. The presentation will start with a quick review of the latest statistics on the opioid crisis and its impact on public health. The discussion will include the steps taken to become a certified opioid overdose prevention program. In addition we increased awareness on the need for expanded naloxone training by meeting with the Lieutenant Governor of New York to discuss the importance of expansion of training programs at the state level. Next we will examine the educational strategies (including using simulation)  to implement an interdisciplinary opioid overdose prevention training for all students, faculty, in-patient hospital employees and ambulatory center employees. The importance of collaboration will be examined using our center as a case study to describe how we teamed up with the hospital’s patient safety department to assist with organizing training for all employees. We will review the many different types of interprofessional training programs that were implemented including participating in a campus wide interdisciplinary education day, providing naloxone training to participants at a national conference, and providing on-site training throughout the medical center campuses. The key elements of an opioid overdose training will be reviewed including description of the opioid crisis, how to recognize opioid overdose, providing emergency care for the person experiencing an overdose, and how to administer naloxone. Additional education is provided to healthcare providers to discuss a holistic approach using a four prong approach addressing treatment, reducing demand, reducing supply, and harm reduction strategies. The most effective ways to prevent opioid overdose deaths will be reviewed including improving opioid prescribing, reducing exposure to prescription and illicit opioids, and preventing misuse. The last 25 minutes of the presentation will be an interactive discussion with participants on approaches they can implement at their place of employment to help combat the opioid epidemic. The goal of this presentation is to have each participants identify at least one intervention such as initiating their own opioid overdose prevention program, creating an opioid education program for students, identifying methods for reducing opioid misuse in the clinical setting, and/or analyzing their own clinical practice to develop strategies for reducing opioid overdoses.

Presented By: Lynnette Crowe, Shasta College

A brief presentation of producing your own moulage and task trainers with silicone.

The Lecture consists of an interactive power point presentation with short videos on teaching patient safety principles using high end patient simulation. The lecture emphasises essential concepts of Safety and prevention  of errors through simulation. There is an implementation gap between established guidelines and practices and day to day practice. Safety requires a complex interaction of events, situations and resource management to prevent untoward incidents. Simulation and various tools used by educators can effectively bridge this gap to prevent accidents . This is emphasised with examples from the most critical areas of the hospital such as the operation theatres and the intensive care unit. The lecture will also have demonstration and question answer situations keepinf audience involved on safety matters. The target audience could be Doctors ( including specialists) , Nurses, paramedics who are involved in patient care in operation theatre and intensive care unit.

Presented By: Nicole McKenzie, The University of Toledo | Paul Rega, The University of Toledo | Jeffrey Schneiderman, The University of Toledo | Martha Sexton, The University of Toledo | Brian Fink, The University of Toledo

Incidents of mass violence are becoming increasingly frequent both nationally and internationally. A recent study revealed that both the public and healthcare workers believe that healthcare professionals have an equal duty to continue to care for and protect patients in the event of such a disaster. Keeping this inherent duty in mind, experts must provide professionals and students with the knowledge and skills to respond to catastrophic events safely while caring for patients and victims.  This workshop will demonstrate to participants how simulation can be used to teach life-saving interventions that can be employed during no-warning, sudden-impact, high-consequence disasters such as an active shooter event, an earthquake, or an explosion. The key concepts covered in the workshop are supported by evidenced-based casualty training models and include the following: situational awareness, active shooter response, emergent evacuation techniques, proper application of tourniquets, and open-book pelvic fracture binding.

Participants will learn how to use simulation as a teaching modality to help students/healthcare professionals prepare, understand and protect themselves and their patients should an active shooter even occur. The concept of situational awareness will include evaluating surroundings for safe exits, unguarded entrances, possible weapons, and other considerations should an emergency occur. Active shooter response will demonstrate application of Run, Hide, Fight in the hospital setting. 

Participants will learn and demonstrate the Iserson vertical evacuation technique as well learn about a novel simulation exercise that can be used to teach large numbers of interprofessional students how to safely evacuate immobile patients.

Participants will learn and demonstrate the use of both improvisational tourniquets and commercially available Combat Application Tourniquets. Participants will each have an opportunity to practice the application of the tourniquets as well as learn how the presenters were able to teach hundreds of students and install these life savings tools in populated location across a university.

This session will introduce an innovative technique that can be used to stabilize the pelvis using a bedsheet and an improvised windlass. Participants will learn the importance of stabilizing the pelvis and practice this life saving technique using a simulated model.

These concepts will be introduced by the presenters, followed by interactive, hands-on teaching and learning sessions. The sessions will be conducted in small groups with each group focusing on a different topic. Groups will rotate stations. Participants will learn the techniques as well as how to use simulation to engage a wide range of audiences.

Presented By: Paula Mullins Richards, Clinical Learning & Simulation Center, Faculty of Medicine, Memorial University | Sherry Pritchett Kelly, Clinical Learning & Simulation Center, Faculty of Medicine, Memorial University

Each simulation program has a story to tell about its journet to existence.  After 4 years of planning the Clinical Learning and Simulation Center ( CLSC ) of Memorial University's Faculty of Medicine was a reality.  This presentation will share our journey throught the first 4 years of operations as well as leassons learned along the way.

The following objectives will be covered:

Discussion of the many variables associated with the succesful launch of a new simulation center;

Identifying potential challenges and opportunites during the intial year of a simualtion center's operations;

Describe the concept - if you build it they will comel, the ways to evaluate readiness.

Presented By: Rebecca Threatt, Gardner-Webb University

Title of Activity:  Starting a Standardized Patient Program: Lessons Learned     

Description/Purpose: This session will help the learner understand the roles and responsibilities of the Standardized Patient in healthcare education. New Standards developed by the Association of Standardized Patient Educators (ASPE) along with lessons learned by the author, will help to provide guidance in the development of a Standardized Patient (SP) Program. Recruitment, orientation, and training are an important part of the development of any SP program. Making sure that policy and procedures are not only developed, but clear communication and evaluations are maintained are important factors to keep SPs up to the standards necessary to participate as “educators” in your healthcare program. The development of scenarios takes on new efforts to include the needs and roles of SPs as patients. Most importantly the use of SPs facilitates practice in critical thinking, patient safety, crisis management, team interaction, decision making and communication skills in addition to acquisition of competence in clinical techniques and procedures. Independent studies have validated that SPs provide a high level of skill acquisition and retention for students.

Presented By: Rex Patty, Stormont Vail Health | Cassi Mick, Stormont Vail Health | Cortney Neblett, Stormont Vail Health

Dorothy Del Bueno reported, “35 percent of new RN Graduates, regardless of educational preparation and credentials meet entry expectations for clinical judgement.”  Patricia Benner, et al, defined Clinical Judgement as “referring to the ways in which nurses come to understand the problems, issues, of clients/patients., “We developed a simulation foundational triad, Vigilance, Pathophysiology, and Shock, to guide our scenario construction, facilitation and debriefing during High Fidelity Simulation.

            We emphasize the concept of vigilance with any patient encounter. Professional nursing vigilance may be defined as a state of scientifically, intellectually, and experientially grounded: Attention to and identification of clinically significant observations/signals/cues and responding to observations. Once the student identifies an issue, sign or symptom, they ask two questions. First, “is this finding expected or unexpected”, second “WHY is my patient presenting this sign or symptom”. 

            To understand the clinically significant observation one has to put this in context with the patient’s pathophysiology. What is the patient’s admission diagnosis, previous medical history, and current treatment regimen? Once the problem is identified, what action can be taken to respond to the patient’s current situation? Finally understand how my actions address the pathophysiology of my current situation. During debriefing, we discuss the event and how the treatment provided affected the pathophysiology of the patient.

            We discuss the importance of recognition of shock in our patients. We have found that nurses do not identify shock until it is in its later stages.  Every illness, injury or situation has some degree of shock present upon admission (otherwise, patients would not require admission). Each type of shock points to a possible cause of the distress and guides the nurse in resolving the event. To help identify the appropriate shock, key diagnostic tools deduce various shocks ultimately leading to a discussion on differential diagnosis. This process improves patient time to intervention, decreases delay in treatment and helps nurses identify the correct treatment path.

            Combined, our triad promotes critical thinking through experiential learning and helps nurses identify pitfalls or blockades in identification of patient events. Simulation fosters a safe environment for “failure” and process improvement while creating and building team dynamics.

Presented By: Robin Piaggione, Lee Health | Wendy, Gorman, Lee Health | Jessica Plante, Lee Health | Kristen Rasmussen, Lee Health

Lee Health has a total of five physical hospital campuses providing adult emergency services but Obstetrical (OB) services is only provided at three of them. OB Services will soon be consolidated at two locations, leaving three hospital locations providing emergency services without any immediate assistance from OB. Most Emergency Department (ED) staff are uncomfortable when OB patients present to the ED with precipitous delivery

.OB educators attended the ED fairs at Lee Health facilities and provided education and simulation with the ED staff. The OB educators gave a PowerPoint presentation reviewing education on delivering a baby, as well as high risk topics such as cord prolapse, shoulder dystocia, hypertension in pregnancy and obstetrical hemorrhage. This was followed by a simulation drill of a patient presenting with precipitous delivery.

All ED staff attended and participated in a simulation drill of a precipitous birth (367 employees). Evaluations were positive with only a few who felt the program was "too long'.  We are currently collecting data on retention of education.

The purpose of this presentation is to provide an update on the hospital based, mobile simulation initiative presented at HPSN 2013.  A summary of the original business plan used to create the in situ simulation lab, as well as actual financial summaries and current outcomes will be shared. The primary focus will be to highlight and encourage discussion of creative solutions for simulation implementation in the post-licensure, acute care arena on a finite budget.

Objectives:

1.) Summarize the original information presented during HPSN 2013 including business plan for initiating an in-situ, hospital based simulation project.

2.) Compare and contrast the actual Culver Nursing Education Lab (NEL) expenses and outcomes five years into the process with the initial budget and expectations.

3.) Discuss challenges, successes and the NEL’s plans for the future.

Novant Health Presbyterian Medical Center is a 622 bed, non- profit, tertiary hospital in Charlotte, NC. The hospital was organized in 1903 and has been a cornerstone of the Charlotte community ever since. The Medical Center has a long history of supporting nurses and nursing education. NH Presbyterian has earned magnet designation by offering a collaborative culture, improving direct care giver satisfaction and advancing nursing standards / practice. This attitude of bedside empowerment, commitment to the remarkable patient experience and stewardship of its former hospital based, diploma nursing program led to a $500,000 donation in 2012. This gift, a partnership with a local university and the desire to transform bedside practice brought about the creation of the Culver nursing Education Lab (NEL). The NEL was charged with serving the staff of Novant Health acute care facilities in the Charlotte area, regional nursing students and community partners by providing simulated human patient experiences.

This presentation will share program growth five years into the initiative. Relating original budgets and expectations of service to the current expenses and NEL guidelines.  Emphasizing conceptual growth that is allowing for compliance with donor instructions and expansion of service to the multidisciplinary team caring for our system’s community.

 Examples of the business plan, original / current budget and plans for the future will be made available to attendees of this presentation.  

Presented By: Dawn Swiderski, Carolinas Simulation Center | Crystal Bencken, Carolinas Simulation Center | Stacy Capel, Novant Health | Jennifer Noble, Carolinas Simulation Center | Kendra Mickens , Carolinas Simulation Center

This workshop was created to be an immersive experience allowing participants to design a personal in-situ project. The 90 minute design is best suited for a long session or (2) back to back sessions. This presentation can be simplified to a PowerPoint presentation with a shortened timeframe.   

This goal of this workshop is to give learners the opportunity to develop a comprehensive outline for a new in-situ simulation project that they can implement after the conference.  Learners should come to the workshop with a basic in-situ project they would like to develop and implement. (A sample plan will be provided for those just beginning to explore the concept of in-situ simulation.) Throughout the workshop instructors will guide participants through an interactive build of an in-situ simulation project from identification through the evaluation phase.

Our panel of educators have teamed together from separate healthcare systems to offer a robust understanding of in-situ events within academic curriculums and acute care facilities.  Each instructor is knowledgeable of pre-licensure student needs and post-licensure learner essentials. This unique partnership offers participants access to a comprehensive view of “in place” experiential learning events.

In each phase of the build, the learners will break into small groups with an instructor who will assist learners with the development of their individual courses.  Information will be offered on safety measures required for this distinctive style of education, project identification, planning, implementation and evaluation. Small group work will allow learners the freedom to engage with their peers, encourage networking and allow for vigorous feedback related to their projects. Learners using case studies will identify key components of preparation for an in-situ project, identify potential barriers or pitfalls and how to overcome them.

Learners will be given a small workbook as a template to guide them through the course. The workbook will also serve as a cognitive aid, for utilization at their respective facilities Participants will be equipped with a reference list of articles regarding in-situ simulation in each patient care service line. The publications were curated by the instructor team as to give peer reviewed examples of in-situ simulation project implementation and outcomes. The list can be utilized as another resource and / or possible literature review origin point as individuals completing this course begin to organize their own in-situ programs.

Presented By: Dawn Swiderski , Carolinas Simulation Center | Stacy Capel, Novant Health | Shane Gravel , Palmetto Health-USC School of Medicine Simulation Center | Crystal Bencken , Carolinas Simulation Center | Jennifer Noble, Carolinas Simulation Center

This joint presentation will share the certification journey of Simulation in Healthcare (SSH) credentialed simulation professionals.  The panel is comprised of five speakers that represent three different systems and diverse educational backgrounds. Each will offer best practice guidelines and personal knowledge regarding the certification process in healthcare simulation. The primary focus will be to highlight and discuss readiness, study suggestions, and personal experiences related to successfully completing a certification in healthcare simulation.

Achievement of certification in any discipline is regarded as a means to demonstrate expertise and excellence. Certification supports best practice standards and promotes standardization of the knowledge and skills necessary to provide healthcare education that utilizes simulation. SSH offers three different certifications in healthcare simulation. This presentation will explore the prerequisites and credentialing process for the CHSE, CHSE-A, and CHSOS designations. Each presenter has achieved certification and endeavors to encourage colleagues across the spectrum of healthcare simulation to critically contemplate certification as a personal goal.

Stacy Capel earned her CHSE in 2015. She serves as the Simulation Educator for Novant Health’s (NH) Greater Charlotte Market in situ program. NH is an integrated healthcare system that serves patients and communities in Virginia, North Carolina, South Carolina and Georgia. Novant Health Greater Charlotte Market (NH GCM) is located in southern North Carolina and includes four magnet designated hospitals and 1200 inpatient beds.

Dawn Swiderski is Carolinas Simulation Center’s (CSC) Director. Crystal Bencken and Jennifer Noble are Simulation Education Managers at CSC. They received their CHSE credentials in 2012, 2016, and 2018, respectively. CSC is an American College of Surgeons accredited Comprehensive Education Institute and a Society for Simulation in Healthcare (SSH) accredited simulation center in the areas of Assessment, Research, Teaching, and Systems Integration. The CSC is a multidisciplinary simulation center that meets the training needs of Atrium Health and its related entities as well as healthcare providers and community groups from across the surrounding region.

Shane Gravel earned his CHSOS in 2015.  He serves as the Manager of the Palmetto Health / USC School of Medicine Simulation Center, a dual affiliated medical university and hospital system with four campuses throughout the midlands of South Carolina.  His simulation center is accredited by the SSH in both Teaching & Systems Integration. There are plans in place to break ground on the new medical school campus, including a state-of-the-art simulation center, in 2020.

Presented By: Travis Spier, Sanford Health

Life Long Learning through books, classes, personal experience and simulation can mold and model EMS professionals and their performance in care management.  Exposing EMS clinicians to various levels of simulation affords the participant with growth and development opportunities to frequent and infrequent encounters.  Simulation provides a platform for EMS systems to implement, educate and evaluate strategies and operational initiatives that impact patient care.  Participants are granted an educational forum to experience and evaluate their individual and team performance in EMS field scenarios.  Simulation provides and immersive avenue for developing and existing clinicians to fulfill educational gaps in care management by leveraging critical thinking and clinical judgement.

 

Objectives include: 1) Identify educational and performance initiatives that can utilize simulation as a building block of clinical excellence. 2) Describe the curricular assessment and design of EMS scenarios that impact individual and team performance. 3) Describe operationalizing simulation in EMS to achieve educational and evaluative opportunities focused on improved patient outcomes.

Presented By: Travis Spier, Sanford Health

Mobile simulation - Moving into the future

Mobile Simulation provides an effective platform to take simulation to the learners in rural and remote areas assuring that all healthcare providers have the opportunity to experience and engage in professional and career development.  Various level of mobile simulation exist across the United States.  During this presentation, a program will describe how their system has been able to impact healthcare providers across a multistate footprint.  During the presentation, the presenter will share strategies and examples of their program and how they have been able to advance simulation within their organization.

Objectives include: 1) Identify a distribution plan for offering simulation experiences to new and existing consumers. 2) Describing an educational model to identify and incorporate educational needs and gaps within the consumer's system. 3) Address financial considerations 

Presented By: William Jackson, Alabama College of Osteopathic Medicine | Jamie Kilpatrick Morrow, Alabama College of Osteopathic Medicine | Dianne Walker, Alabama College of Osteopathic Medicine | John Giannini, Alabama College of Osteopathic Medicine | Jesse Basford, Alabama College of Osteopathic Medicine

The use of humor in education has been documented as a way to make lectures more memorable and exciting. However, lectures in medical school are often considered boring, and educators often avoid using humor. The purpose of this study is to evaluate how students and educators perceive the use of humor in medical education. The study will also assess the challenges related to incorporating humor in medical education and consider ways to address those challenges.

Presented By: Yasmin Ramos Cuadra, Universidad Latina de Costa Rica

The main objective of this paper is to share the experience gained through the application of the Integrated Procedural Training with whole focus as a new technique in clinical simulation, and specifically in the development of skills,knowledge and the affective competences integrationof advanced students of health sciences who participated in the study, and who are currently participating in this practice.

An investigation was carried out with a descriptive and longitudinal exploratory study during the first and second semester of 2016 with a sample of eighty advanced nursing students from the Universidad Latina de Costa Rica, who participated in a structured practice of this technique and who, at the end of the practices applied a self-report instrument; the results were triggering to be able to define a correct structuring and typification of the integrated Procedural Training with whole focus and to include it within the advanced practices in education in health sciences.

Participants will be given a complete explanation about the process of discovering and the application of the technique of Procedural Training with Whole Focus, the definition of the concept, the steps to apply the technique, the requirements to create a practice correctly and its position within the techniques in the active teaching-learning methodology of clinical simulation.

It is important to emphasize that this technique respects all of the fundamental principles of clinical simulation and satisfies the psychomotor, congnitive and affective skills in the training of the futire professionals in the health sciences and also, help them to understand the human being in a comprehensive manner, integrating all its edges.

OB STAT - Simulating Obstetrical Emergencies Involving High Risk Events

Time and Team performance are two crucial situations that impact outcomes during obstetrical emergencies.   Utilizing simulation to choreograph team response and performance during OB emergencies has demonstrated improved outcomes in one program.  Exposure and educational feedback on high-risk low-frequency situations contributes to improved confidence, comfort and timely performance by the OB delivery team.  Engaging in OB simulation scenarios within a safe and controlled environment allows participants with all levels of experience an immersive environment to timely choreograph individual and team expectations during emergencies.

Objectives include: 1) Describe the operational plan for choreographing OB emergencies. 2) Describe the methods incorporated in one program  to involve multiple disciplines and departments in a successful simulation event 3) Identify the educational objectives within scenarios that drive OB emergency scenarios focused on time and talent.

Presented By: Adam Hoffman, West Virginia University | Russell Doerr, West Virginia University

When teaching clinical ultrasound (US), pre-clinical medical students frequently struggle to understand anatomical relationships, specifically regarding multi-planar US sectional anatomy. Our purpose was to assess the effectiveness of incorporating an augmented reality (AR) platform to improve students’ understanding of relational anatomy and US planes when scanning as part of an US anatomy course. The AR platform was introduced to first-year medical students at West Virginia University (WVU) during their Human Structure course in spring 2018. Students were administered a brief electronic survey at the end of the course, asking for feedback, including how often they used it outside of lecture time, and their perceived US skills post-incorporation. Open-ended questions were also available for more specific comments. Data were analyzed in via descriptive statistics, while open-ended questions were analyzed qualitatively. Data collection for impact on objective performance is ongoing. In May 2018, 105 out of 108 students (97%) completed the survey. Most students (94%) reported enjoying using AR, while more than half of students (52%) came outside of lecture time to practice further. Most students (97%) reported that using the AR platform helped them better understand US images in relation to human anatomy, especially cardiac views (96%). Students reported improvement in their ability to acquire images (86%), as well as the confidence to acquire these images (81%). Themes in students’ comments included that the AR was fun, but intimidating; 3D visualization was helpful; and the AR platform had a short battery life. Incorporating AR technology into an US anatomy course in the undergraduate medical school curriculum at WVU was well-perceived. Future studies will include evaluating improvement in both cognitive test scores and psychomotor assessment. Improved access and ease of use may further improve student engagement with this technology.

Presented By: Allison Davis, Union University

Problem: While traditional simulation involving high fidelity simulators or disaster drills involving volunteers are effective teaching strategies to teach mass casualty principles in nursing, they can be expensive and time-consuming. 

Innovative Idea: Creating an atmosphere within a classroom through the utilization of photographs, scenarios, and time limits to teach mass casualty triage in a kinesthetic manner.  

Implementation:  Brief scenarios were created to describe mass casualty victims that require the student to find supporting pictures within the activity. Actual disaster or graphic moulage colored photographs were printed and placed in areas of simulated casualty to aid in providing a realistic effect. The scenarios included pertinent information regarding assessment findings concerning respiration and pulse. Instructions included tagging a color-coded card (green, yellow, red, and black) to each scenario indicating a decision had been determined.  Students had one minute to assess each situation and distribute their cards.  They were only allowed to move forward in this activity and were not allowed to return a scenario thus reinforcing the need to assess and to be decisive. Debriefing occurred after the activity to identify appropriate placement of color-coded cards and offer feedback for overall simulation.  This strategy facilitated critical thinking skills with minimal cost and resource utilization required for implementation. 

Outcomes:  Observed competency in mass casualty simulation with a return on investment of time and resources.

Presented By: Annette Holst, Genesis Health System | Nancy Kowalske, Genesis Health System

Objectives:

Utilize preceptor development and effective simulation techniques in the construction of a hospital Dedidcated Learning Unit.

Articulate key sucess factors, effective learning strategies and lessons learned in the development of a hospital based Dedicated Learning Unit.

Description:

Precepting using a Dedicated Learning Unit (DLU) concept is a new, innovative educational strategy at a Midwestern 36 bed Medical Pulmonary Unit. The unit transformed preceptorship into an organized, staffing friendly, preferred model of training. The 4-6 week preceptorship is new hire/novice opportunity and mimics the military concept of "basic training." The DLU is a place where all new medical-surgical graduates begin their career and become clinically immersed in simulations and bedside nursing care. The progression model provides standardized training, multiple simulations, competency and clinical development. The success of the unit was dependent on multiple variables.

Key success factors included:

Dedicated fte clinical educator position

Dedicated learning and simulation center conducive to learning

Engaged preceptors with advanced training

Individualized, organized competency pathway development

Customized educational planning based on strengths and weaknesses

Leadership/Manager innovation and commitment

Reduced staffing ratios

Robust rewards and recognition

Socialization

Unit to unit communication

Just in time training opportunities, scenario based simulations

Ongoing coaching, feedback, evaluation

Recruitment incentives

The Dedicated Learning Unit offers a blended approach to learning including online content, didactic classroom sessions with clinical educator, patient safety focused RN preceptorship and high fidelity simulations.

Ongoing improvements during the 2 year program development process were vital in the success of the program which including overcoming barriers.

Barriers and Improvements included:

Matching and re-matching of preceptors

Preceptor training fatigue

Staffing and busy work environments

Orientation extensions and remediation plans

Special considerations

Presented By: Maria Glenda Lee Sevilla, University of Santo Tomas College of Nursing | April Joy Gascon, University of Santo Tomas College of Nursing

Intravenous therapy is a commonly performed procedure in the hospital setting. About 90% of patients have been inserted with an IV line during their hospital stay and about 2% of medical lawsuit filed were due to complications related to IV therapy (Institute for Safe Medication Practices, 2015). Inserting, monitoring and maintaining peripherally inserted venous catheters (PIVC) are essential skills in nursing and this skill should commence and honed as early as student days however in the Philippine setting, nursing students may have limited PIVC site assessment and management exposures. It is thus important to find ways to design simulation activities to improve their clinical judgement and decision making in the care of patients with PIVCs. However, low fidelity simulators (e.g mannequins) may not be enough to show near-reality assessments to trigger management decisions. With the advent of technology in the educational system, this presentation would like to showcase how electronic records, photographs, videos, mannequins & clinical instructor interactions would be used to enhance student learning on PIVC site management.

Presented By: Ashley Krebs, University of Southern Mississippi | Rebecca Newton, University of Southern Mississippi

The National Council of State Boards of Nursing (NCSBN) landmark study found that up to 50% of traditional clinical hours may be replaced with simulation with no significant differences between student outcomes. Although ambitious, the latest research indicates nursing programs use simulation  far less than the 50% target and is due, in part, to faculty and student barriers. Faculty barriers include increased workload and apprehension related to use of unfamiliar equipment, while student barriers include anxiety related to fear of the unknown with the simulation experience and how they will be evaluated. Research suggests both faculty and students are more likely to successfully engage in simulation if they feel prepared for the experience. One of the most effective ways to mitigate these barriers is the addition of prebriefing. Prebriefing occurs prior to the simulation experience and focuses on communication techniques, roles, tasks, time allotment, orientation to the equipment, and the evaluation process. Effective prebriefing removes anxiety and fear of the equipment. This facilitates a sense of presence and allows students to concentration on the simulated scenario at-hand.

If the NCSBN benchmark of 50% simulation is ever going to be realized, we must seek tangible ways to alleviate barriers to its adoption and success. Prebriefing is one strategy that holds promise in removing key barriers and moving nursing programs toward this goal.

Utilizing concepts from the Debriefing for Meaningful Learning tool, the author has devised a method of pre-briefing by assigning 3 scenarios and having students work together and think through their scenario while the instructor sets up simulation setting.   Students utilize the time to "break down" the patient and draw or write on the white walls of the debriefing room what they are thinking and their plan of care.  The instructor then meets with the whole clinical group to discuss the patient scenario.  All the group can give input prior to the scenario and gain knowledge on what is required to care the type patient presented in the simulation.  When debriefing occurs, the group can evaluate and discuss if the plan of care was implemented and effective.  

This process of pre-briefing has been utilized for several semesters and students have embraced the process.  Students are actively engaged during what was previously downtime, but the method also encourages critical thinking in developing clinical judgment skills as well as teamwork.

Presented By: Jason Langenfeld, The University of Nebraska Medical Center

At UNMC, we have focused on unique and varied education modalities.  As part of our programming, we developed an escape room format to assist with education and evaluation of team dynamics.  The presentation will include discussion of the development of an escape room as well as examples, both with pictures and diagrams as well as live props used in the exercise, allowing the audience to see the products and progression first hand. 

Presented By: Jason Langenfeld, The University of Nebraska Medical Center | Jon Sample, The University of Nebraska Medical Center

At UNMC, we have focused on unique and varied education modalities and as part of our programming we developed a multi-agency/multi-station simulation.   This presentation will include discussion of the development of a large-scale exercise involving multidisciplinary teams consisting of Nurses, Residents, Medical Students, Volunteer Fire Fighters and EMS and how this format assisted with education and evaluation of team dynamics and communication. 

 

The presentation will also include:

The types of scenarios and simulation materials that were used to create stations such as, a vehicle rollover, wilderness medicine and full-thickness (third-degree) circumferential burns. 
The challenges that were encountered during the development and implementation of the simulation exercise will be explored.
The logistics involved in the creation of safety and contingency plans (including local media coverage).

In today's world of healthcare – healthcare providers need to be able to think critically to provide safe and effective patient care.  Healthcare educators must find the best ways to prepare new providers to solve problems and think critically in order to provide high-quality care to patients. The traditional educational model has been struggling to meet the needs of a new generation of learners; which opened the door for a new approach to education. 

The Interprofessional Experiential Center for Enduring Learning (iEXCEL) at the University of Nebraska Medical Center (UNMC) is a visionary program purposefully designed to transform health professions education and offer unprecedented opportunities for research and development. The iEXCEL training model focuses on improving the outcomes of care by emphasizing interprofessional collaboration and experiential learning.  

UNMC has implemented a campus wide initiative to innovate the classroom, to move away from didactive teaching methods and move into an educational format that encouraged and facilitated active learning environments.  Depending on topic and situation, this could mean a variety of approaches; including use a blend of virtual simulation and traditional simulation. The iEXCEL visualization team creates interactive content and modules, alongside faculty and other subject matter experts, that are designed to improve curriculum.  This creation also includes the incorporation of tangible outcomes, measurable assessments and clear objectives aimed at providing an active learning environment. 

The simulation center at the Northern Alberta Institute of Technology is designated as a CAE Healthcare Center of Excellence. Students from five educational programs within the School of Health and Life Sciences at NAIT (Northern Alberta Institute of Technology), as well as individuals playing the roles of registered nurses and physicians participated in a multiple-patient interprofessional simulation experience in our simulation centre.

This presentation will discuss how to create a simulated emergency department, including the benefits of simulating a unit or department rather than individual scenarios. The presentation will also describe what we learned from staff and students who participated in the event including how interprofessional competencies can be assessed, and finally, the future research opportunities arising as a result of the simulation event.

Presented By: Brian Witschen, NAIT | Kerri Oshust, NAIT

Generation of revenue and partnerships can be a challenge for simulation centers. This presentation will describe how the creation of a multi-purpose simulation theater enabled three unique partnerships for the simulation center at the Northern Alberta Institute of Technology.

In 2018 construction was completed on a 1000 sq. ft multipurpose simulation theater. This theater has 360 degree panoramic image and video capabilities, theater lighting, and surround sound. The theater is able to be transformed into anything from a desert in Afghanistan, to urban city environments, a homecare suite, through to the Canadian Arctic. 

The completion of this theater enabled three unique partnerships for NAIT's simulation center. The Canadian Armed Forces uses the theater for maintenance of clinical readiness with their combat medics, the Edmonton Police Service uses the theater for both recruit and officer training in a variety of settings, and several paramedic partnerships use the theater to perform simulations in highly realistic environments. In addition to these partnerships the theater is available for use by all 18 of our school's programs for simulation training.

Objectives:

Recognize the need for interprofesional education to promote the delivery of high-quality, patient-centered care

Explore the use of interprofessional simulation to facilitate collaboration and communication between nursing and medical students

Identify the value of using an experiential teaching strategy to improve communication and teamwork skills in health professions students

 

Description:

Background/Purpose

The lack of interprofessional cooperation and ineffective communication adversely affect both best practice and patient outcomes. Developing effective nurse-physician collaboration is essential to promoting high-quality, patient-centered care. The purpose of this study was to determine if an interprofessional simulation experience for pre-professional medical and undergraduate nursing students is an effective learning strategy to improve the communication and collaboration amongst the two professions.

Methods

Medical students and nursing students participated in one of multiple simulation scenarios using high-fidelity simulators.  During the three hour simulations, nursing student(s) completed an initial assessment on the patient and then reported their findings to the medical student(s); both disciplines then worked together to care for the patient. Students also participated through direct observation of the simulation. A debriefing session was facilitated after each scenario to give students the opportunity to respectfully discuss the strengths of their peers and to identify areas for improvement.  Students completed a post-simulation evaluation to determine students’ views on the the effectiveness of the simulation.

Results

Post-evaluations were collected after each of the 10 simulation sessions per semester over 2 years (40 total sessions); a total of 248 evaluations were collected. 119 post-simulation evaluations were completed by medical students, and 129 were completed by nursing students.   When asked if working in a collaborative simulation helped improve their communication skills, 94% of students strongly agreed. When asked if they felt that the simulation experience provided a valuable opportunity to communicate with students from other professions, 97% of students strongly agreed. 92% of students strongly agreed that the simulation experience helped them to better understand how to work as a team member. Common themes when asked about the greatest benefits of the collaborative learning experience included collaboration, communication, and teamwork.

Conclusions/Clinical Implications

Findings support the value of interprofessional simulation as an effective learning strategy to improve collaboration, communication, and teamwork between undergraduate nursing students and pre-professional medical students. Interprofessional simulation learning experiences should be implemented within prelicensure nursing curricula to promote the delivery of safe, high-quality patient care.  Results also showed that students became more aware of the other professions’ role.

Presented By: Chrissy Bloome, Mt. Hood Community College

Debriefing provides the bridge from simulation scenario to significant learning experiences for participants. Regardless of the specific debrief method used, a potential exists for a debriefing to become “difficult” for a variety of reasons, which may result in considerable discomfort for everyone. Effective debriefing is especially challenging during these times. Emotional Intelligence (EI) can be mindfully used to facilitate difficult debriefing. Additionally, use of EI creates a respectful and psychologically safe environment, which optimizes learning from simulation and impacts quality patient care long past a simulation experience. Workshop participants will actively practice debriefing with Emotional Intelligence in simulated difficult situations. The interactive activities will be provided in a safe, nonthreatening environment for participants to learn while having fun. Individuals who develop, implement and/or debrief simulations are most suited to attend this workshop. Techniques are applicable to all levels of audiences. You will not want to miss this workshop!

Presented By: Dawn Ferry, Widener University | Ann Marie Strecker, Bucks County Community College | Stephanie Blumenfeld, La Salle University | Norma Brown, College of New Jersey

Communication is a key component in civilization and even more of an active component for nurses caring for any patient.  Nurses need to convey important information to physicians, family members, patients, and other healthcare professionals.  In our world today, technology has taken over and now everyone is glued to their phone and texting. Students seem to be having more difficulty with face-to-face communication. The art of effective communication appears to be causing stress and anxiety for many nursing students. This presentation will provide simulation strategies that can effectively enhance communication skills.

Simulations are a great way to introduce communication issues and have students practice in a simulated environment to improve the effectiveness of interactions within the healthcare environment.  Two different communication simulations will be integrated this semester for freshman and sophomore students.  The students will meet with a simulated patient and have to discuss an issue or complete an assessment with a patient.  The goal for the 1st year student is to focus on professional behavior, the ability to communicate effectively and decrease anxiety.  The goal for the 2nd year student is therapeutic vs nontherapeutic communication and challenges to the communication process. 

Presented By: Debra Rewerts , Spectrum Health System | Mark Reinink, Spectrum Health System | Jeannine Escobedo, Spectrum Health System

Obstetrical emergencies are infrequent yet demand high levels of skilled performance to be managed effectively.  Staff must perform fluidly in a demanding task that they rarely perform under the conditions of acute stress and high-stakes outcomes.   Simulation is an essential aspect of high-reliability organizations and is particularly valuable for practicing infrequent, fast paced situations that are tightly coupled with potential for severe patient harm. Research indicates many perinatal crises are survivable, or even preventable!  A review of pregnancy related deaths in California determined that 41% of deaths had a good to strong potential for prevention. Simulation training helps teams perform better and is ideally suited for infrequent, high-risk situations with the potential for significant patient harm.

In 2015 Spectrum Health embarked on a project entitled: Perinatal Simulation Safety Initiative - Building Team and Technical Competency with Unit Based Simulation. In situ simulation provides a platform for interprofessional team practice, while maintaining the environmental and system factors present during actual patient care events. The full complexity of real clinical care in the area is captured and latent system errors are identified, preventing future harm to patients. Our scenarios are multidisciplinary and include physician staff, established nursing staff and residents. We also engage in insitu simulation for new residents and nursing orientation.

Our objectives for this presentation are:

1. Discuss the process of integrating In Situ simulation into clinical education: What are the benefits, phases of implementation at our regional perinatal center and challenges for implementing the program.

2. Illustrate the preparation needed prior to engaging in In Situ simulation with Lucina: Our simulation technician will demonstrate how Lucina is programed prior to conducting our simulations.

3. Demonstrate a practical application of In Situ simulation in a clinical setting: We will demonstrate a vaginal delivery without complications and then perform a vaginal delivery complicated by shoulder dystocia.

Presented By: Amy Steinauer, Nebraska Medicine | Doug Dekker, University of Nebraska Medical Center

         This presentation will outline a project that was undertaken by a graduate nursing student with the assistance of the SIM-NE mobile training trucks.  It offers new ideas on how to approach simulation training in a potentially underserved population of school nurses.  Often times, especially in rural areas, school nurses are “lone wolves” taking it upon themselves to identify and find training and educational opportunities that will coincide with their patient population.  The desired outcomes of this training were to have more confident, skilled nurses to provide optimal health care to students so they could be active participants in their educational plan.  This was evidenced by improved self-assessment scores and documented competencies.

         In the initial self-assessment, nurses in the district identified they were not getting feedback on their performance and did not always feel they had adequate training, especially when they were new to the position.  Nurses functioned out of separate departments and were not always offered time or opportunities to collaborate. After the training need was identified, research was done to look at the established programs available in the state of Nebraska.  A literature search was done on effective training methods, which showed hands-on simulation training to be successful.  Content experts were recruited to assist with the identifying approved methods.

March 9, 2018, the SIM-NE truck reported to the local high school.  A classroom was used for the initial presentation of content and then the nurses reported to the truck for hands-on training.  Small groups of four were paired with content experts and trainers from the truck to go through real-life scenarios and debriefing related to the treatment of head injury, drug overdose, tracheostomy dislodgment, and g-tube dislodgement.  Interest was shown by the Director of Student Services to establish an ongoing training program, possibly enlisting the help of the SIM-NE truck in the future. In addition, after airing on the local news channel, two other school districts contacted the SIM-NE program to inquire about adding training in their districts.

The objectives of this talk are to

Identify a new, possibly underserved population (school nurses and health aides)  that reside throughout the rural state of Nebraska with limitations to facilities that can provide the hands-on training
Discuss an assessment and delivery method that was used in initial training
Present future collaboration efforts and needs assessment throughout the state of Nebraska.

Presented By: Holly Stokley, University of Alabama

Background: High-fidelity simulation has enhanced and transformed the education of nursing students. Traditionally, students participate in a pre-designed simulation experience, followed by a faculty-student debriefing intended to review theoretical concepts related to the simulated diseases processes and reflect upon group performance of the experience. One challenge to the traditional model of debriefing is the risk of it being a faculty-controlled environment, in which faculty do much of the talking and direct the flow of discussion. With limited verbal interaction and cues from students, such a debriefing can take as little as 15 minutes to perform, despite best practices in simulation and education research that recommend debriefings be at least twice the length of the actual simulation experience (Jefferies, 2005). The result is that students do not receive the full benefits from the debriefing process, thus reducing the overall benefit and impact of simulation as a valuable teaching and learning technology.

The Lasater Clinical Judgment Rubric (LCJR) was developed to evaluate clinical judgment in a high-fidelity simulation experience (Lasater, 2007). Ranging from beginner to exemplary, this rubric covers 5 key aspects of clinical judgment based off Tanner’s model. Utilizing the LCJR provides a formal evaluation that allows students to adapt and improve their simulation performance.

Purpose: The purpose of this presentation is to discuss the application of student self-evaluation utilizing the LCJR with video-playback.

Methods: Each simulation experience will be video recorded. At the end of the simulation experience—and prior to debriefing—students will have the opportunity to review their recorded simulation scenario and evaluate their performance using the LCJR. Upon completion of this self-evaluation, actual debriefing will occur, with faculty serving as facilitators of group discussion regarding the evaluation and outcomes of the simulation experience.

Results: While this project remains in the implementation phases, it is anticipated that outcomes include acclimating students to the professional behaviors and skills of seeking frequent self-reflection and self-evaluation, and providing honest, thoughtful, and constructive feedback to peers and colleagues.

Conclusion: Integrating self-evaluation using video-playback in simulation engages students during the debriefing process. Students become active leaders in the debriefing process through discussing the scenario and thought processes that led to the decisions made.

Presented By: Kamran Haydar, The University Of Toledo Medical Center | Shaza Aouthmany , The University of Toledo | Jeff Schneiderman, The University of Toledo | Najim Ward, The University of Toledo


Debriefing after a simulation sessions allows participants to receive and provide feedback. In addition, participants are provided key learning objectives during the debrief. The primary goal of most simulations is to teach those learning objectives in a manner which will allow participants to decrease their information degradation over time. We explored methods and techniques that can be utilized to help the retention of the key learning objectives. One method (1), provides a five minute break prior to debriefing, allowing participants to relax, which yielded improved retention of information, when measured at three months. We want to expand on the idea of a break prior to debriefing, to potentially maximize retention of key learning objectives.

It is generally accepted that greater realism in the physical simulation environment makes it easier for scenario participants to suspend disbelief and become fully immersed in simulation scenarios. As a result, health care simulation programs often strive to make their learning environments look and feel as similar to real clinical environments as possible.

After losing its existing space in a 100-year old building slated for demolition, the Nursing simulation program at UCSF Medical Center was forced to find a new space for its Sim Lab. Due to the scarcity and high expense of suitable rental space near the hospital in San Francisco, the program elected to move its simulation operations to a former ICU that had been converted to care for highly infectious disease patients during the 2015 Ebola outbreak. The UCSF Highly Infectious Care Unit is maintained for rapid activation in the event of an infectious outbreak, but normally sits empty with no patients or dedicated clinical staff. Beginning in summer 2018, the HICU also began sharing space with the UCSF Nursing Simulation and Innovation Lab.

Because the UCSF HICU remains a reserve clinical unit that could be activated at any time on as little as four hours' notice, its need to maintain full OSHPOD compliance and a state of constant readiness prevented any significant physical modifications for use as a simulation lab. This necessitated rethinking the standard control room and debrief room layouts utilized in most modern medical simulation training programs, as well as finding creative solutions for AV recording and playback. Use of the HICU as a simulation lab also produced a number of unanticipated challenges related to security, maintenance, and regulatory compliance. This session will present the challenges--as well as the benefits--of sharing space that must accommodate highly infectious patients and high volume simulation activities.

Presented By: Kathleen Kavanagh, Jacksonville University | Ginger Grayson, Jacksonville University | Erik DeCicco, Jacksonville University

The podium presentation provides an overview of a rich and dynamic partnership of the interdisciplinary majors Nursing, Theatre, Communication Speech Disorders, Occupational Therapy, Humanities, and Mental Health. This collaborative relationship began three years ago as a discussion and has led to the establishment of a paid Standardized Patient (SP) Program. Use of a simulation hybrid course approach that incorporates Simulators and SPs into healthcare scenarios has been proven to provide a rich interdisciplinary student learning experience.  

Patient care has become very complex. Contributing factors include increased patient longevity, numerous co-morbidities, less time and prioritization for communication between the patients and healthcare professionals.  Effective communication between the patient and interdisciplinary healthcare professionals provides a patient centric approach to care and decreases the risk of medical errors. Interdisciplinary healthcare professionals’ collaboration effectively provides a safe patient centric approach to care. Many healthcare professionals often care for a single patient and communication breakdown is a realistic possibility. Recognizing the need for interdisciplinary professional simulation training, the Jacksonville University STAR Center and Department ofTheatre Arts collaborated to develop an interdisciplinary course titled, “Acting for the Healthcare Sciences.” The course was developed to train students to become SPs which were then utilized in healthcare science course simulations, to increase realism and facilitate effective communication training.  Professors from Nursing, Theatre Arts, CSD, OT, and Mental Health taught the students about patient communication, specific pathophysiology and symptoms commonly seen within their healthcare disciplines, moulage, and principles of theatrical acting. Medical humanities, patient narrative and ethical principles were the underlying principles for students to experience what it feels like to be a patient and how a healthcare professional should communicate effectively with patients. Students worked collaboratively together to produce a work of theatre that examined the portrayal of diseases and illnesses, and, presented the work publicly on campus. The course combined the application of Theatrical Arts within the Healthcare Sciences, and equally, the study of Healthcare Sciences and its benefits in theatrical performance.

The purpose of this presentation is to share the lessons learned thus far and thoughts on the creative possibilities of interdisciplinary simulation course development to improve the delivery of quality and safe care. Learners will participate in an immersive acting learning experience and will have the opportunity to identify the possibilities and challenges inherent in the development of an interdisciplinary hybrid simulation course.   

This session is intended for those with a new simulation Centre or those who would like to develop or modify an existing costing model. This session will include the benefits of having a structured costing model and the information required to build an effective accurate costing model.  This course will also cover the process used to build a costing model at a new Simulation Centre and the lessons learned throughout the process.

Affective domain learning is integral to the development of nursing students who can provide holistic nursing care. Often an invisible objective in nursing education, affective learning is rarely described beyond the first two levels of the domain—receiving and responding. A phenomenological inquiry of the experience of undergraduate nursing students examined and described their affective domain learning while participating in high-fidelity simulation using the following research questions:

Q1       How do nursing students describe their affective learning experiences when participating in high-fidelity simulation?

Q2       Is there a difference between the descriptions of affective learning of senior BSN students as compared to junior in BSN students?

Q3       What levels of affective learning do the students describe?

In addition, this study compared the descriptions of third and fourth year students in an effort to understand the progressive nature of affective learning. Twenty-five third and fourth year students from the baccalaureate nursing programs of two universities, one private and one state-supported shared their experiences during individual interviews. The following themes emerged from the data: anxious about not knowing, confidence to create meaning, excited by growing and developing, enjoyed learning, pressured by being observed, ambivalent when relating to the manikin and/or scenario and values, beliefs and attitudes about nursing. The findings support the developmental nature of affective learning with third year students generally describing greater anxiety and discomfort with the process of simulation. Fourth year students were more likely to describe increased comfort and meaning making for their future career as nurses. One notable exception in the group of fourth year students (n=12) related to a third of them who did not demonstrate increased comfort and described anxiety at a level that interfered with their learning. Future recommendations for nursing education include explicitly including affective learning expectations in preparing students for simulation and making affective learning visible during the debriefing phase of simulation. Nurse educators are encouraged to develop and adopt a more individualized approach to simulation participation.

Presented By: Kristin Schams, University of Northern Colorado | Audrey Snyder, University of Northern Colorado

Objectives:

Review essential elements of interprofessional education through simulation.
Discuss advantages of collaborative simulated learning.
Examine student self-assessment of collaborative learning.

Purpose: To evaluate the effectiveness of collaborative simulation teaching strategies using final semester undergraduate nursing students (UNS), advanced practice registered nurse (APRN) students and advanced emergency medical technician (EMT) students in acute care scenarios.

Background: High fidelity and standardized patient simulation (HFPS) has been conventionally used to educate undergraduate nurses, enhance clinical experiences, and increase preparedness in complex patient situations. Simulation has grown in its popularity as an option for graduate nursing education due to added pressure on developing affordable and quality clinical experiences for increasing student numbers. Complex case management simulation scenarios and debriefing have shown improvement in APRN students’ leadership, prioritization, delegation, collaboration, and professionalism scores. In EMS education, simulation is utilized to attempt to create real life scenarios that encompass EMS crews working with hospital personnel. Through simulation, students are able to experience situations that would normally be left to chance encounters on field rides.

Methods: High fidelity and standardized patients were used in simulation of emergency patient scenarios. The simulation and debriefing were conducted collaboratively with all three student groups; data was collected from the Readiness for Interprofessional Learning Scale, a pre-post Interdisciplinary Education Perception Scale, and open-ended questions. There was also a two-month follow-up phone interview to solicit feedback on the collaborative learning experience.

Results: Quantitative and qualitative results will be discussed and include learner’s outcomes from the simulation. The interprofessional learning activity promoted understanding of skills and competencies related to communication, role fidelity during simulated patient encounters and overall student satisfaction. Students recognized that when caring for a patient, everyone is working toward the same goal.

Implications: Interprofessional student groups can be placed in a collaborative learning environment with positive outcomes for learning. This experience allowed the APRN, undergraduate nursing and EMT students to stay in their respective role and learn how multiple disciplines can collaborate for the benefit of the patients. 

Acknowledgement: This project was supported by the Health Resources and Services Administration of the U.S. Department of Health and Human Services under grant number DO9HP28677-01-00 Advanced Nursing Education. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.

Presented By: Lisa McDowell, Orlando Health | Michele Parsons, Orlando Health | Knorr Linda, Orlando Health | Becker JJ, Orlando Health | Young Joshua, Orlando Health

Objectives:

  1. Discuss the simulation accreditation journey from idea to success.
  2. Identify key stakeholders for on-site accreditation visit
  3. Analyze the preparation for an on-site accreditation visit

     Pursuing Simulation Accreditation through the Society for Simulation in Healthcare (SSH) requires more than just the desire to become accredited – it requires dedication and commitment towards a goal.  From reviewing the application to achieving accreditation is a journey that will lead to excellence within a simulation center.  Why should programs choose to pursue accreditation?  Honor, credentials, validation of specializations – these are all true; however, our organization chose to become accredited to demonstrate that we provide standardized, high-quality experiential learning activities that leads to optimum patient safety worthy of being accredited. 

     Entering the journey towards accreditation, and after attending multiple presentations on the topic, the Orlando Health simulation program decided to apply for the Core, Teaching/Education, Research, Assessment and Systems Integration standards.  This represents Simulation Accreditation in all standards offered by SSH.  Knowing the complexity of the work ahead of us, an accreditation committee was established and the journey towards writing the document and preparing for the on-site visit began.  In the end our simulation program achieved Core, Teaching/Education, and Systems Integration standards for the Orlando Health system-wide simulation program.   

     This overview will review the journey towards the preparation in achieving accreditation – with a focus on the SSH site visit in regards to documentation, feedback, schedules, coordination of individuals participating, and communication before, during, and after the site visit.  Lessons learned during the on-site review process; including, but not limited to, scripting, staging of participants, video preparation, and rehearsals.  Achieving simulation accreditation is more than just a recognition for a simulation program – this honor represents all the hard work of the simulation program staff, educators, team members, leadership and the community.  Simulation Accreditation validates a dedication to providing quality learning programs that ensure enhanced patient care, quality, and satisfaction.

Presented By: Mary Beth Kuehn , St. Olaf College | Susan Huehn , St. Olaf College | Genesis Fukunaga, St. Olaf College | Carlos Grosch- Mendes , St. Olaf College | Erin Nemetz, St. Olaf College | Zyreel Rigos , St. Olaf College

The overall purpose of the study was to evaluate the impact of the poverty simulation on nursing and social work students' attitudes and beliefs about poverty and health. 

Objectives for the study were as follows:

1). Expand understanding about the impact of poverty on health.

2) Increase insight about the societal or structural barriers encountered by people living in poverty.

3) Empower students to take action at the local, state and national level to decrease societal and structural barriers that people living in poverty encounter. 

Nurses and social workers interact frequently with people living in poverty. Understanding barriers to health and health care among people living with poverty is integral to equitable, patient-centered health care (Noone, et al, 2014, p. 617). A literature gap exists about nursing and social work students’ knowledge about the causes of poverty, limited experience interacting with persons in poverty, and possibly unrealistic expectations for those living in poverty (Vandsburger, Duncan-Daston, Akerson & Dillon, 2010). Simulation is one “hands-on”, high-impact learning strategy which has demonstrated positive change in students’ attitudes about poverty (Menzel, Clark, & Darby-Carlberg, 2010; Noone, Sideras, Gubrud-Howe, Voss, & Mathews, 2012; Patterson & Hulton, 2012). The Community Action Poverty Simulation (CAPS) we propose is one of such opportunities (Missouri Community Action Network, n.d.).

Nursing and Social Work junior and senior nursing students will participate in a poverty simulation.  If they consent to participate in the research study, they will complete two surveys: 1. Attitudes towards Poverty-Short Form (ATP-SF),  and 2. Beliefs about the Relationship of Poverty and Health (BRPH). The ATP-SF includes 21 items focused on assessing attitudes about poverty related to stigma, structural perspective and personal deficiency. The BRPH tool consists of eight items related to the relationship between poverty and health including drift, behavioral, structural and causal. Additionally, we will collect demographic information including age, gender, ethnicity, race, financial stability and social class.

The research team collaborated with community resource agencies to request the help of their staff or agency volunteers. Community resource agencies serve a defined geographical area or group of people to provide tools to help the community grow and improve the quality of life for community members. The simulation creates an opportunity for volunteers to participate as community resource members in the simulation as the participants (students) navigate their daily tasks and obstacles to meet their basic family needs. 

Presented By: Mike Houston, RDG Planning & Design | Joe Lang, RDG Planning & Design

Real-world healthcare environments, both current and future, are continue to trend towards a complete and collaborative approach to patient wellbeing, while simulated learning environments are increasingly modeling the same trend. A holistic understanding of various healthcare disciplines and how they’re interconnected, including the efforts of first response teams, is understandably desirable when considering the ultimate goal of providing the best in patient care.

After attending this session, attendees will better understand the process of designing a simulated interdisciplinary healthcare environment; will understand more about why this progressive and ever-evolving model continues to become a national trend; will have valuable knowledge regarding the components of these types of facilities; and will have gained insight into the advantages of incorporating these environments into programing scenarios that include all stages of healthcare, from initial patient contact to follow-up.

Presented By: Rebecca Newton, University of Southern Mississippi | Ashley Krebs, University of Southern Mississippi

The most recent statistics indicate that nearly 13% of the national population has some type of disability.  At some point virtually, all will seek medical care.  Nursing educators are challenged to teach students how to identify and assist patients who have a disability to meet their care needs. Many patients deny that they have a problem or the severity of the problem and do not offer information during assessment.  Content in current medical-surgical textbooks and students have limited resources to identify how to care for these patients as well as identify student attitudes in patients with disabilities.

In a chronic health medical surgical course of a baccalaureate nursing program, faculty developed scenarios to teach disability content through simulation. The didactic class received basic information on caring for patients with common disabilities including hearing and vision disabilities.  For the simulation, students were randomly selected to participate in the scenarios which were shown via live-feed  from the simulation lab to the classroom for class to view and observe.  Although students had general knowledge of the care for these patients, the real learning experience was identifying the problem each patient had in communicating and discussing the issues while the nurses provided care. 

The scenarios developed by the authors considered three critical areas: communication, assessment, and patient teaching. Participation in the scenarios required students to communicate and assess the patient situations to determine the patient’s disability and specific care needs.

This presentation will provide the background and process for developing the scenarios and provide a glimpse of what transpired during the scenarios.  After the scenarios were completed the class debriefed as a group.  Students identified the frustrations of dealing with communicating with a patient that had a disability that impaired communication and concern over not being able to meet the patient’s needs.  The students also identified the ability to connect the didactic content by seeing the problem in a clinical setting to determine questions and observations to identify how best to care for a patient with a disability.

Presented By: Shannon Ashe, Samford University | Melanie Henningsen, Samford University | Jill Pence, Samford University

27 standardized patients, 25 patients, 6 areas of care, 5 academic disciplines, 3 hour shifts, 2 days of 2 shifts per day.  A full scale, hybrid simulation allowing students to interact and care for patients in interprofessional teams utilizing standardized patients, high fidelity mannequins, and an electronic health record.  Creation of an interprofessional event takes communication among all involved.  When creating a large-scale event, the planning and preparation increase, but can be managed with organization and deliberation.  Utilizing lessons learned in past large scale designs as well as other smaller scale interprofessional events, the simulation team coordinated planning, preparation, and implementation of two 10-hour days of large scale interprofessional simulation in a mock hospital.  Documents have also been created for faculty use for future IPE simulation events to ease the course of planning and preparation.  Students enjoyed meeting, working with, and debriefing with other disciplines. The session will detail the planning and implementation process as well as highlight student outcomes.

Objectives:

Understand dynamics of interprofessional education faculty planning

Appreciate details of planning and preparation for a large scale, acute care simulaiton

Understand the requirements for implementation of a large scale, acute care simulation

Appreciate the student responce to a large scale simulation

Presented By: Stacie Hunsaker, Brigham Young University | Kristen Whipple, Brigham Young University

Objectives

Participants will understand useful methods to choose a suitable E.H.R. for their simulation program.
Participants will recognize a practical approach to develop an E.H.R. implementation plan.
Participants will identify processes that will make an E.H.R. system operate efficiently and effectively.

Many nursing programs use simulation experiences to augment or replace clinical hours.  A complete, comprehensive simulation includes the use of an electronic health record (E.H.R.) in the educational setting. It is not an easy task to implement computer documentation into a simulation program.  For many years, few options were available for academic use. Recently, E.H.R.  companies have grown, and improved products have become available. 

Brigham Young University’s College of Nursing simulation staff and faculty worked throughout two years to review, select, and implement an effective E.H.R. The path to full use and implementation was not easy, and the conquering of multiple barriers preceded the success of the adoption of the program.

Simulation faculty and staff will detail strategies utilized to successfully implement an E.H.R. into a nursing program.  Strategies for successful implementation include the development of a task force, creating an organized proposal, using a rubric to determine the best system, developing charting templates, training student “super users”, and getting faculty acceptance. Presenters will describe how to effectively train and support students to empower and engage them in using the E.H.R. to its full capacity.  They will also share lessons learned regarding faculty training and mapping the implementation of an E.H.R. into an academic setting.  Integration of an E.H.R. may appear to be a difficult journey, but these simple secrets may ease the burden.

Presented By: Stephanie Blumenfeld, La Salle University | Norma Brown, The College of New Jersey | Ann Marie Strecker, Bucks County Community College | Dawn Ferry, Widener University

During simulation debriefing, we often hear from our students “If I could do it again, I would get it right this time”. Students often do not know when they will have another opportunity to use these skills in their practice. Currently, two undergraduate nursing programs have designed a simulated experience for students to practice these new skills.

Currently, there is a paucity of literature in regarding the re-run or “do over” of the clinical simulation experience, although educational literature supports the experience. In this discussion the presenters will demonstrate the process used in two different academic settings where the students participate in simulated clinical experiences, including structured debriefing, followed by students then re-doing the same simulations. The results of the evaluation that was done at both institutions to determine not only retention of material, but improved critical thinking over time, and increased self-confidence from seeing the improvement in themselves will be discussed.

Presented By: Stephanie Marcincavage, Macomb Community College | Laurie Niemer, Macomb Community College | Clements Phyllis, Macomb Community College

Our poster presentation covers what our community of practice in Interprofessional Education (IPE) did during our last two Interprofessional Simulation and round table events. the IPE team integrated Associate Degree Nursing, Occupational Therapy, Physical Therapist Assistant, and Respiratory Therapy students 

Objectivies: -Increase communication inter-professionally.
-Further understand the scope of practice of each discipline to increase awareness and understanding of overlaps and gaps in patient care areas.
-Orient students to SBAR tool
-Use SBAR for safe & effective communication during patient
hand off
-work as a team to interpret a patient case and determine areas where interprofessional teamwork is vital.

In our first year of the event we did a trial allowing 2 students from each profession to participate in a simulation using one faculty member as the patient then transitioned into the simulation lab with our HPS simulator.  In our second year, the faculty team created multiple patient cases for our round table discussion due to building rennovations.  Prior to the round tables each faculty had time to present on their given discipline then the students broke into small groups to discuss the patients. we returned and had the students debreif and discuss what was learned during the event. Pre and Post surveys were used to evaluate how comfortable the students felt with IPE, if they felt more comfortable participating in IPE. 

Our Community of Practice includes: Facilitator: Stephanie Marcincavage, BS, RRT, HPS Lab Coordinator
Faculty: Phyllis Clements, M.Ed.,OTRL, OTA Program Coordinator; Dr. Andrea Knesek, DNP, RN Faculty; Liz Lucas, NP,RN Faculty
Dr. Bob Mele, PT, MSA, Ph.D., PTA Clinical Coordinator; Laurie Niemer, M.Ed., RRT, RT Clinical Coordinator;
Carol Plisner, PT, M.Ed., PTA Program Coordinator; Susan Tschirhart, MSN, RN Faculty

Presented By: Dr. Tiffany Hommes, Bemidji State University | Dr. Tara Pierce, Bemidji State University | Dr. Julie Curtis, Bemidji State University

Background: Community health nursing assessments can be challenging for registered nurse to baccalaureate (RN-BS) online nursing students. As part of the curriculum in this Midwestern nursing program, students are expected to work as a team to conduct a community assessment in their community practicum course. This is challenging due to the wide geographic distance between students, which posed many barriers that led to dissatisfaction and a varying community assessment experience. To mitigate some of these barriers, an online an online virtual simulation was used with one group of students. However, there is minimal literature to support the use of online virtual simulation for community assessments.

Purpose: The purpose of this pilot study was to explore differences between students’ perceived confidence, competence, and satisfaction for those who used an actual community compared to those who used an online virtual simulated community when conducting a community assessment.   

Methods: This is a mixed-methods, two group, comparative, post-test analysis of perceived competence, perceived self-confidence, and satisfaction. One-hundred twenty baccalaureate nursing students (N=120) at a Midwest university blindly enrolled in either a community health course using online virtual simulation or an actual community. Students were invited to complete the Community Assessment Confidence, Competence, and Satisfaction Survey (CACCSS). A two-sample T-test (P<.05) was used to analyze data collected from the CACCSS.

Results:  Fourteen students from the actual community, and seventeen students from the online virtual simulated community completed the CACCSS (n=31). Ninety-two percent were female, eight percent were male. The mean age of the students was 29 years old. There was no significant difference in competence or confidence when using an actual community versus an online virtual simulated community to conduct a community health assessment. However, the students that conducted community health assessments in an actual community showed significantly greater satisfaction than the students using the online virtual simulated community (t(30)=2.10, p=.02).

Conclusion: This pilot study explores the similarities and differences in nursing students’ perceived competence, confidence, and satisfaction when using an actual community compared to a virtual community.  Results indicated no significant differences in competence and confidence between the two groups. However, students using an actual community had significantly higher levels of satisfaction using an actual community. Causality could not be determined due to project design, however, anecdotally, students reported technical difficulties as a variable using the online virtual community. A more robust study design that can also mitigate variables is warranted for future study.

Presented By: Virginia Reynolds, Southwest Technical College | Jenna Taylor, Southwest Technical College

I would like to explain to attendees how we utilize our high fidetility simulators in a classroom setting.

Regional Meetings

Regional Meetings

Although each HPSN regional meeting is planned, hosted, and managed by CAE Healthcare, every one is unique unto its own. Led by regional sales managers regional meetings are your opportunity to “meet your sales rep” and participate in a myriad of activities. You might find yourself handing a simulated resuscitation emergency, managing a breech birth delivery, performing an ultrasound-guided needle procedure or networking at a social gathering with industry leaders. 

Product Showcase

Product Showcase

Watch Lucina give birth. Experience the realism of Apollo. Check vitals on the Caesar trauma patient simulator. See Vimedix come to life on Microsoft HoloLens, and much more. At HPSN World 2019, you experience the dynamics of simulation training first hand and up close and will have a chance to personally explore CAE Healthcare's full line of medical simulation products.

Emerging Technologies

Emerging Technologies

Discover what’s new in simulation research and engage in fascinating discussions on emerging technologies with our world-class team of designers and engineers. HPSN World 2019 is The Place for showcasing tomorrow’s cutting-edge medical simulation technologies today. It’s an opportunity you cannot afford to miss. 

Welcome Reception

Welcome Reception

Join us Tuesday evening for the annual welcome reception, an excellent networking opportunity and a great party! Two drink tickets are provided for free with registration (Must be 21 or over). Details to follow shortly!

Fundraising Event

Fundraising Event

Send some cheer to a sick child’s hospital room!

HPSN World Build-a-Teddy Fundraiser
Wednesday, February 27, 2019
5:45 p.m. -7:00 p.m. in Oceans Ballroom 5 & 6

Donations Accepted

 

About Orlando Health Arnold Palmer Hospital for Children 

Orlando Health Arnold Palmer Hospital for Children, supported by the Arnold Palmer Medical Center Foundation, is a 156-bed facility dedicated exclusively to the needs of children. Located in Orlando, Arnold Palmer Hospital provides expertise in pediatric specialties such as cardiac care, craniomaxillofacial surgery, gastroenterology, nephrology, neurology, oncology, orthopedics, pulmonology and sports medicine. The Bert Martin’s Champions for Children Emergency Department & Trauma Center at Arnold Palmer Hospital is part of the only Level One Trauma Center in the area, and is the first facility in Central Florida to provide emergency care exclusively for pediatric patients. Visit www.arnoldpalmerhospital.com to... Read More

Fitness Session

Fitness Session

Yoga Class
Date: February 27
Time: 7:00 – 8:00 a.m.
Location: Function Lawn


Space is limited, pre-registration is required. Contact Debbie Roehl to register.

For full details click here

Networking

Networking

HPSN World is the perfect place to gather, learn, and network with the best and brightest in the global simulation community. Catch up with peers and colleagues, launch new products, meet new buyers, and connect with professionals from an array of healthcare disciplines. Moreover, as learners are the leaders of tomorrow, we are encouraging student attendance with greatly reduced student rates. Don’t miss this tremendous opportunity to interact with clinicians, researchers, manufacturers, and education experts from across the broad spectrum of medical, nursing, rapid response and allied health.

Our Sponsors


Thank you to our HPSN World 2019 Sponsors!

JDB
RealLifeSim
Swift Atlanta
SMC
Pocket Nurse
RMK Trucking

Details


Travel Details

HPSN World 2019 is being held at the Renaissance Orlando at SeaWorld

Renaissance Orlando at SeaWorld

 
Address: 6677 Sea Harbor Dr.
Orlando, FL 32821
P: +1-407-351-5555

Attracting millions of visitors every year, Orlando is easily accessible from anywhere in the world

For further travel information please visit the hotel website

Hotel Details

Renaissance Orlando at SeaWorld®
Room Rate: $224 USD

 

Book your room here

 

6677 Sea Harbor Drive
Orlando, Florida, 32821 
(407) 351-5555

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Sponsors


Representative of a range of business entities and concerns, from corporate and governmental to private, public and not-for-profit, our sponsors provide the encouragement and assistance that helps HPSN deliver simulation-based learning and networking opportunities to the worldwide healthcare community. This year’s Human Patient Simulation Network Annual Conference (HPSN World 2019) provides several sponsorship opportunities to not only generate increased awareness for your products and services, but it also communicates a strong commitment to the guiding principles behind healthcare simulation.

Sponsorship Benefits

Sponsoring an HPSN World 2019 event will speak volumes to attendees, customers and potential investors about your company’s dedication to supporting simulation-based medical education for improving patient care. HPSN World 2019 offers tiered sponsorship opportunities to suit any budget. Contact us for details on Sponsorship Bundles to maximize the exposure of your brand.

Your logo on HPSN.com for one year
Multiple conference branding opportunities
Prominent listing as "Official Sponsor" of HPSN World 2019

Contact: Debra Roehl        Email: debra.roehl@cae.com        Tel: (941) 536-2850        Fax: (941) 377-5532        Attn: HPSN 2019 Convention SPONSORS

Exhibitors


Representative of a range of business entities and concerns, from corporate and governmental to private, public and not-for-profit, our sponsors provide the encouragement and assistance that helps HPSN deliver simulation-based learning and networking opportunities to the worldwide healthcare community. This year’s Human Patient Simulation Network Annual Conference (HPSN World 2017) provides several sponsorship opportunities to not only generate increased awareness for your products and services, but it also communicates a strong commitment to the guiding principles behind healthcare simulation.

Exhibitor Benefits

Exhibiting at an HPSN World 2017 event will speak volumes to attendees, customers and potential investors about your company’s dedication to supporting simulation-based medical education for improving patient care. HPSN World 2017 offers tiered sponsorship opportunities to suit any budget. Contact us for details on Sponsorship Bundles to maximize the exposure of your brand.

Access to more than 700 potential customers
Dedicated exhibit times
Daily traffic-boosting events

Contact: Sylva Sochor        Email: sylva.sochor@cae.com        Tel: (941) 536-2845        Fax: (941) 377-5532        Attn: HPSN 2017 Convention EXHIBITS