Multiple Modality Simulation: Building More than A Hands-On Experience (1090-004372) (Developmental Research Projects: Sim Methods and Learning Theory (By Invitation Only))
Start time: Tuesday, February 2, 2021, 4:00 PM End time: Tuesday, February 2, 2021, 5:00 PM Session Type: Research Study Development and Presentation Program Abstracts
Nurse educators are on a continual quest for effective teaching strategies in clinical education. The charge? Teaching students the translation of theory into practice and applying “thinking like a nurse” skills to patient care. Complicating this pursuit are reductions in clinical sites, rising costs for equipment, limited faculty and space (NCSBN, 2014). Evidence indicates that simulation based experiences (SBE) are effective teaching strategies to practice clinical decision- making as well as psychomotor skills in a realistic environment (Kim, Park, Shin, 2016). Utilizing a multiple modality SBE, the use of multiple types of simulation in the same scenario or place (Lioce, et al., 2020), could be a new and innovative strategy to deliver meaningful clinical experiences that engage learners in higher level thinking skills.
The SBE exposed students to various living environments, barriers to care, and clinical decision-making that could be experienced by nurses on home care visits. The series of scenarios unfolded throughout a six hour day. Students were assigned into groups of five, rotating every twenty five minutes. Faculty “floated” as time keepers, directing students in scenario rotations, and responding to questions. Debriefing occurred once the scenarios were completed. The multiple modalities selected for the SBE were: • low fidelity manikins/SP’s: patient interaction • task trainers: hands-on procedures, skills • Laerdal Medical’s Peer- to- Peer (P2P) software on sim pads: guidance on procedures and rationales.
Students (n=53) responded to three open ended questions via electronic survey. Of the 48 (91%) students who responded, 46 (96%) reported that the ability to practice clinical decision making and psychomotor skills created a positive experience and enjoyed learning in each of the scenarios. Common themes from responses reflected the following: • Recognition of implications to providing nursing care to patients in a non-acute setting • Realization that providing care in a home environment is not the same as acute care • Increased confidence in their ability to “think like a nurse” when facing different barriers to care in the home • Increased communication with peers for procedural support and intervention options • Embracing P2P technology as a “great back up or way to check yourself during a procedure” and as a way to “learn by watching others practice” • Reduced anxiety while practicing procedures without faculty supervision