2.  Simulation Coordinator and NUR 270 Course Coordinator met to discuss format of Capstone  Simulation based competency blueprint mutually agreed upon  Previous competency was inherited as a skill based demonstration lab.  Objectives formulated Faculty training session -Dry Run

3.  After the 2012 Symposium in Charleston, we changed the skills based competency to a simulation focusing on leadership, resource allocation, delegation, critical thinking, communication and prioritization.  Consultation with the GHS Simulation Center resulted in the current simulation involving 5 students and 7 faculty.  The current simulation allows us to facilitate 40 students in 4.5 hours with 7 facilitators.

4.  Consistent faculty  Time management – have increased the time from a 20 minute stagger to 30 minute stagger starts  Effective communication/scheduling between multiple staff, multiple entities, students etc.  Organization and consistency in a purposefully chaotic environment.

5.  Faculty hours- 0.80 faculty hours per student during simulation with 40 students.  This does not include prep time on the part of the simulation center or course leadership.

6.  Student recognizes patient needs and prioritizes patient care  Student performs initial and focused assessment  Student communicates effectively  Student provides a safe environment  Student delegates appropriately  Student demonstrates appropriate leadership skills

7. Reflection on Learning During Simulation Debriefing Student Prep

8.  4 Different Patients selected for student assignment  Post Partum Hemorrhage, COPD- Rapid Response, DKA ready for discharge, Pediatric Head Injury  All patients had a safety error to correct; critical decisions to make; communication to Charge Nurse/MD; and reassessment of the patient’s changing condition.

11.  Organizational grid: › Time slots › Faculty  Patient Charts  Charge Nurse Report  Scenario Checklists

16.  Debriefing Room - students receive a 2- 3 minute individual debriefing from the faculty running their scenarios and are then sent into the debriefing room to talk about the scenario as a group.

17.  Addition of Scenarios to interchange cases  Continue to refine checklists  Addition of a rubric to grade the simulation  Develop the preparatory assignment for the students- Admission Ticket  Addition of EHR documentation  Utilization of individual rooms rather than quad room  Video evaluation of charge nurse

18.  SIMULATION SPECIALIST- Paula Rozov

19.  Melanie Cason, RN, MSN, CNE  Fran Lee, DBA, CHSE