Conference Proceedings - School of Nursing & Midwifery - Trinity ...

School of Nursing & Midwifery, Trinity College Dublin: 8 th Annual Interdisciplinary Research Conference
Transforming Healthcare Through Research, Education & Technology: 7 th – 9 th November 2007
Conference Proceedings
The simulation was designed to replicate the care of eight patients
by six direct care providers plus members of other disciplines such
as pharmacy and medicine. The patients are divided into two,
four-patient teams. One team of patients is assigned a registered
nurse and a licensed practical nurse, while the other team consists
of a registered nurse and a care partner or nurse’s aid. One student
is assigned to the role of charge nurse. Interdisciplinary team
members included physicians, nurse practitioners, and graduate
pharmacy students. The simulation takes place in the following
four phases:
1) Phase One: Data dissemination and assessment,
2) Phase Two: Initiation of unplanned events,
3) Phase Three: Intermission and role exchange (patient roles are
exchanged for caregiver roles) and
4) Phase Four: Resumption of the simulation
Following the experience the students had an opportunity to meet
with faculty and debrief and evaluate the simulation. Formal
evaluation of the experience was later done during the course
evaluation process using the following well-validated Likert scales
developed by the National League for Nursing (NLN):
1) Student Satisfaction and Self-Confidence in Learning
2) Educational Practices Questionnaire (Student Version), and
3) Simulation Design Scale (Student Version)
Simulation implementation
Pre-simulation preparation:
At least one week prior to the simulation, all students were provided
with an overview of the experience. Instructions and expectations
for conduct and performance were reviewed and students were
given an opportunity to ask questions. Patient scenarios were
distributed to students assuming patient roles in advance. The
patient scenarios consisted of an additional review of the
instructions for the simulation experience, a patient history,
medication list, procedures, laboratory results, discharge planning
information and information regarding the psychological persona for
their assigned patient. Students assuming the role of patients in
the first phase are also provided with information regarding planned
actions to be performed during the simulation and are instructed
that they might be asked to perform additional actions during the
simulation event.
Phase 1:
Clinical information for students who are functioning as care
providers is given on the day of the simulation via a digitally taped
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