1. “Sim”sational Revelations Darlene Copley, MSN, APRN, BC Sue Herm, RN, MSN, BC Kim Scott, RN, MSN St. Cloud State University Department of Nursing Science

2. Objectives Discuss the benefits of simulation technology as a clinical evaluation tool Apply concepts learned to improve the way you teach and evaluate your students in the clinical setting

3. Simulation Defined Simulation is an event or situation made to resemble clinical practice as closely as possible

4. Simulation as a Clinical Evaluation Method Benefits Allows for mistakes in controlled environment Able to evaluate students’ nursing judgment Promotes objective evaluation of cognitive (critical thinking) and psychomotor skills

5. Development of Scenario and Evaluation Tool Purpose Increases efficiency Decreases duplication Decreases final exam load Decreases subjectivity

6. Development of Scenario and Evaluation Tool Faculty from two clinical courses combine forces! Elements of evaluation –general –specific Critical elements »Evaluation rubric adapted from University of Memphis Loewenberg School of Nursing

7. Development of Scenario and Evaluation Tool Patient/Sim Man settings Create patient chart Expectations communicated to students Test-out logistics

8. Debriefing Allows students to: express feelings receive support from classmates provide feedback

9. Final Clinical Evaluation

19. Revelations about Clinical Teaching and Evaluation Discredited assumptions Revealed weaknesses at fundamental level Exposed flaws in traditional evaluation tool

20. Assumptions/Flaws in Traditional Evaluation Tool Revealed Nursing 310 Clinical Competency Evaluation Tool Student_________________ Instructor______________Date____ 4=Consistently meets evaluation standard 3=Usually meets evaluation standard 2=Sometimes meets evaluation standard 1=Seldom meets evaluation standard 0=One or more serious incidents Student must earn a score of “3” or greater by final evaluation to pass. Course Objective 1: Utilize knowledge and skill from the arts, sciences, humanities, informatics, and nursing sciences to assess and manage adults in acute disharmony Demonstrates the ability to correlate theoretical nursing concepts to clinical learning experiences.3 Able to discuss how the clinical situation demonstrates a theory concept from the classroom.3 Transfer knowledge from one clinical experience to other clinical experiences.3 Demonstrates the ability to administer medications in a safe, efficient, and effective manner. 4 Comments: Jane always has medication cards prepared, able to answer questions related to meds when quizzed, uses 6 rights when administering meds consistently Medication Administration MetNot Met ___ _____ Check MD orders for scheduled and PRN medications _____ _____ Utilize correct professional judgment in decisions regarding medication _____ _____ Contact physician as necessary for consultation on client condition and medication administration _____ _____Hold antihypertensive medication _____ _____Provide rationale for holding medication _____ _____Administer meds utilizing six rights (right med, client, dose, time, route, documentation) _____ _____Provide rationale for Tylenol administration _____ _____Select appropriate pain medication given client’s situation _____ _____Provide rationale for selection of pain medication X X X X X X X X X

21. Teaching in the Clinical Setting Changing clinical teaching Student prompts

22. Insights Gained by Students and Faculty Positive learning experience Improved self-confidence Greater learning by application Need to “think differently” Need to “think on feet”

23. Questions?