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
� Patient becomes agitated and confused
� Physician orders an inappropriate dose of
medication
If students become overwhelmed or confused, the student or faculty
member stops the action and discusses any unclear or unfamiliar
content. During this teaching moment, faculty members facilitate
group discussion until clarification regarding nursing assessment,
nursing intervention or necessary nursing action is achieved. The
time frame for Phase 2 is approximately 45 – 60 minutes.
Phase 3:
The third phase begins with an intermission that allows students to
take a short break and continues with role exchange and “change of
shift” report. Students who played the role of care providers then
assume patient roles and previous patients become care providers.
The time frame for Phase 3 is approximately 30 minutes.
Phase 4:
The final phase of the simulation is a continuation of the nursing
care that was initiated in the first two phases. The new care
providers must consider issues of continuity of care, reassess
patient status, and respond to unexpected events. This phase lasts
for approximately 90 minutes.
Debriefing session:
At the conclusion of the simulation, faculty and students
participated in a debriefing session. The purpose of this session is
to review any content that remains unclear to students and to
provide faculty and students with an opportunity to evaluate the
experience. Interdisciplinary team members, including physicians
and pharmacists, were welcome to attend the debriefing session
and often offered valuable feedback to the student nurses.
Debriefing sessions typically ran for 30 – 45 minutes.
Outcomes
Student responses to the Student Satisfaction and Self-Confidence
in Learning, Educational Practices Questionnaire (Student Version),
and
Simulation Design Scale (Student Version) surveys is summarized in
Appendix 2. In general students agreed that the simulation
provided them with a positive active learning experience and
allowed them to collaborate with one another (77 - 82%). The
majority of students (73 – 85%) reported that the simulation design
allowed them to problem solve while being supported and given
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