Proposal for High-Fidelity Simulation Lab for Nursing Education

HIGH-FIDELITY SIMULATION LAB 15

Proposalfor High-Fidelity Simulation Lab for Nursing Education

CoverLetter

Ourinstitution is seeking to establish a high-fidelity simulation labfor the big nursing student population it holds. This will help toaddress the evolving needs of the field and produce more competentprofessionals for the human safety. This would strengthen nursingstudents’ ability to practice skills, enhance critically think anddecision-making to improve the security and value of the careprovided in the clinical setting. I look forward to furtherdiscussions with you regarding our project and this letter of intent.If you have any questions about the simulation project, please do nothesitate to contact me. I look forward to speaking with you aboutthis exciting endeavour.

Sincerely,

ExecutiveSummary

Highereducation institutions are now aware of the importance of activestudent-centered learning as opposed to the teacher-centeredapproach. It is evident that learning y doing promotes highunderstanding and retention level compared to other methods. Usinghigh-fidelity patient simulation lab is the best approach to givingnursing students an avenue for doing this. This lab is effectivebecause they give students a chance to learn without discriminatingthe lives of patients. High-fidelity laboratory avails numerous cuesrequired for suspension of disbeliefs during the immersive, dynamichands on cases. The manikins used in this kind of lab are extremelyrealistic and anatomically accurate. There are programmed clinicalscenarios in the system that utilizes high fidelity simulationapproach (Argonne National Lab, United States, United States,Fanning, &amp Tautges, 2008, p.&nbsp12).They avail possible symptoms that students have to diagnosis, treatand monitor the progress. Therefore for a competitive advantage andproduction of qualified clinical nurses our institution needs to havea high fidelity lab. This document provides the reasons why the labis so essential for the students.

ProblemStatement

Ourhospital employs close to 4000 nurses, providing direct patient careto various populations. Our organization prides itself in deliveringexcellent patient care. However, there is a gap in training sessionsfor nurses that would guarantee efficient and reliable care to thepopulation it serves. This barrier affects nurses since they gainlittle clinical skills and experience to deal with various healthproblems. Despite the literature content that nurses may gain fromthe classroom, this content alone is not adequate for clinicalpractice. Therefore, substantial interventions are necessary toimprove the clinical experience gained within practice settings. Onesolution to address this problem has been the integration ofhigh-fidelity simulation [HFS].

BackgroundInformation

Theimportance of quality and safety of patient care has become apparentto society. This has led to increased emphasis on educators toguarantee that nurses are providing safe, effective, knowledgeablecare (Sanford, 2010). The Institute of Medicine (1999) estimates thaton average 44,000 to 98,000 Americans will die from preventablemedical errors each year. This insight under the revolution of HFSlaboratories in healthcare education would ensure that nurses gainreliable knowledge to provide care without jeopardizing patientsafety. Faculties within healthcare education can utilize fidelityteaching modalities that cut across low, medium and high levels.While low and medium fidelity simulations create shallow knowledge inthe learners, HFS enables learners to develop anatomically accurateinformation within clinical operations (Huston, 2014).

Accordingto Kyle &amp Murray (2008), HFSis a useful tool for developing clinical judgments while creating anapproach to evaluating the means of integrating nursing knowledge,confidence and competency from the laboratory to the clinicalsetting. Different studies indicate that nurses often have jitterswithinparticularclinical practices,hampering their efforts to communicate with the patients and theirsupervisors. This mayresult in questioningof their competence in thespecificclinical field. Supervision is instrumental in ensuring that thenursing student developsthe knowledge and skills, thus reducingthefears of beingincompetent. Keating,(2015) emphasizes the importance of theory-based research usingsimulation withinnursing education. The assistance from the supervisors and mentorsis inherent in enhancing learners to acquire advanced clinicalskills. According to Benner’s theory of simulation,HFSprovideslearnerswith the practical experience,whileintegrating the knowledge gained in the classroom. Differentsimulation protocols prompt the need for developing clinicalcompetency in the learning environment.

Statementof Need

Ourhospital mission is to provide exemplary patient care, research, andeducation. Nurses working at our hospital encounter difficulties inaccessing a safe learning environment where they can practice nursingskills, employ critical thinking, while making links between theoryand practice. Newly-learned skills and procedures are appliedimmediately to patients.HFS Labs will bridge the gap between thetheoretical studies and the practical aspects that should berealistic and dynamic to learners. For instance it providesopportunities to practice wound care and detects unusual heartbeats,in addition to a variety of other clinical skills. Moreover, thesimulation laboratories will promote skill building related tocritical thinking, communication and team work.

Goalsand Objectives

Itis a global believes that nurses learn best by doing hence the needfor an HFS to supplement the learning strategy that enhancesself-confidence and competence within the clinical environment. Thegoal of this proposal is to provide relevant information of how asimulation lab is vital for availing a safe learning environmentthrough the incorporation of HFS labs within the clinical educationsystem (Argonne National Lab et al., 2010, p.&nbsp23).Through this lab installation there is a target of reducing medicalerrors by 40%, increase nurse self-confidence level by 30%, increasenurse satisfaction by 50% and increase nurse knowledge by 40% withinthe first year of the project. It anticipated that the numbers wouldcontinuously rise as the program advances. Through the project,nurses will acquire critical thinking skills that are pertinent toclinical decision-making ability. They will as well be equipped witheffective communication skill and efficient teamwork capabilities.

Reducingmedical errors

Basingon the 2006 IOM report, it is evident that at least 1.5 millionmedical errors happen annually in the United States (Campbell &ampDaley, 2013, p.&nbsp56).There is further indication that each patient hospitalized issubjected to more than a single medical error daily. Prove is thatthese errors are preventable though there is a need for earlierprevention right from the learning environment. The environmentshould be adjusted to give medical students a clear concept of thereal field perspective through series of unending practical. Usingsimulation lab tests is the best approach to equipping students withpractical skills necessary for real field actions. Most importantorganizations like the joint commission have enumerated medicalsafety as one of its goals. It is, therefore, important for learninginstitutions to comply with these requirements for credibility andquality hence the need for a simulation lab in our institution.Incorporation of medical administration in patient simulation scenesavails various learning chances and benefits to students. Thisenhances the student rationale understanding for medical use becausestudents can directly see the manner in which medications suits intothe treatment of selected conditions. They are given the opportunityto identify right drugs, establish safe doses, calculate dosages,identify patients properly using various medical administrationchannels, view side effects and evaluate medication effectiveness.

Developingcritical thinking skills for clinical decision-making

Studentscan go beyond mere knowing to an advanced level of synthesizing andapplication of gained knowledge through nurse care assessment,planning, implementation, and evaluation. Simulation avails the bestalternative to traditional teaching approaches in nursing educationby emphasizing on learning requirements and preferences of the modernnursing student. The project gives the faculty a chance to exposestudents to conditions that might be absent in the clinical practicumprocess. It as well provides consistency in the learning processacross students because they are in a position to schedule thelessons that cover each and every aspect. The project also provides astructured experience as opposed to guesswork aimed at findingappropriate and rare patient care avenues in the health care set up(Gourishankar, 2007, p.&nbsp33).

Effectivecommunication

Ithas been established that most cases that arise in the medicalsituation that harms patients has been a child of miscommunication.According to the joint commission, 70% of the sentimental medicalerrors are sourced by inappropriate communication. The boardemphasizes that to achieve patient safety there is a need for clear,comprehensive, accurate and timely communication among team members.Nursing has special interdisciplinary terms that must be understoodby students for effective communication (Gregory &amp David, 2011,p.&nbsp45).Research has identified that these terms are only available inpractical situations, and they need to be reported over and again forproper application in the field. Availing a simulation lab will availa practical environment necessary for communication using theseterms. These environments deliver an opportunity for students tocommunicate through internationally accepted standardizedterminologies within the nursing curricula.

Enhancingteamwork

Teamfunction and proper coordination are the only way for survival as amedical practitioner due to the complexity of the field. Withoutenough practice of team coordination, it becomes very difficult tocope with the field requirements when a nursing student graduates andjoins the external world. Simulation labs avail the opportunity forstudents to work as colleagues realizing the importance of theirfellow staff members when in the field. They learn the skills ofhandling various people and get a chance of learning leadershipcapabilities. It is through teamwork that students can learnimportant components of effective communication (Kuznar, 2009,p.&nbsp15).

ImplementationPlan

Thesimulation lab involves an instructional strategy that has to beimplemented in various set ups for versatility and adaptability ofthe relevant technology. It offers a wide range of utilization ofpatient simulators that are necessary for creating a real patientsituation. It can be used for nursing education programs, continuingstudies and staff development. This article will focus on theapplication of simulation lab in the nursing education programs bythe University. The patient simulators will be used to teach on basicassessment and psychomotor abilities for beginning students. Thiswill evolve to complicated clinical situations as student’sadvances in their study curricula. Graduate students will advancetheir practical skills and concepts related to nurse practices andanaesthesia programs (Kuznar, 2009, p.&nbsp76).They will be taught new processes, validate their competencies andtransition them into meeting the new clinical environmentrequirements. The patient simulator will also avail a chance forstudents to carry out research pertaining best practices for patienteducation and care. The lab will as well be utilized in master anddoctoral level program to equip potential future faculty members.

Thelab will avail opportunities for experiential learning experienceamong students through physical assessment classes, nurse anaesthesiaupdates like airway management, advanced cardiac life support (ACLS)certification, critical care courses, and nurse refreshing studiescan be carried out using patient simulators (National League forNursing, 2002, p.&nbsp98).Population-specific classes will also be taught using the patientsimulator. For example, it will be used to teach nursing students toknow how act in response to critical situations that may occur ingeriatric patients in acute and long-term care situations. Therefore,the lab will come in handy for both curricula and faculty uses.

EvaluationPlan

Toeffectively evaluate the plan it will be necessary to answer twopertinent questions demonstrating that the funds were put on aneffective project and determination of the limitations of theproject. To demonstrate that the funds were put to the right use, itwill be necessary to evaluate the goals listed as the requiredresults of the project. All using students will participate inimportant situations. Developing a facility that accommodates allstudents whether in smaller groups or large ones is an indicator thatthe finances were utilized on an important project. Provided studentsare happy, willing and ready to use the facility then it will be ashow that this is an important development. Student self-confidencewill increase after gaining experience through simulator patients.Nursing students will gain the skills of handling different patientsand the right medical administration program (Nightingale, 1992,p.&nbsp37).They will be accurate in dosage delivery and proper identification ofmedication for various conditions. The simulator lab will givestudents and opportunity to make errors on the simulator patient thatmakes them identify their weaknesses. After weakness identification,they will perfect on their service delivery that helps them developconfidence when handling real patients in the field.

Thestudent competency level will be enhanced because they will be ableto work as the group of specialized practitioners (Oermann, 2008,p.&nbsp87).They will learn how to communicate, multitask and coordinate eventsin case of multiple events taking place at the same time. This willincrease the decision-making speed that is a key requirement for anursing student who has to be capable of handling various patients.Student satisfaction will be assessed through the willingness ofstudents to take lessons compare to the rate at which they docurrently. They will be asked whether they find any changes in theuse of simulator lab compared to the normal traditional learningapproach. They will have to respond to the comfortability whenutilizing the skills of simulator patients compared to the imaginarysituations. To understand the limitations of the project, there willbe a devised survey evaluation questionnaire that will be filled byeach student after every lesson. The questions will ask about variousaspects pertaining simulation technology, and they will usually becustomized to fit the specific elements of every given lesson.

Budget

Item

Cost $

Usage

11 manikins

and peripherals

98,000

One time

Set-up

5,000

One time

Space

50,000

One time

Training for director

6,000

One time

Professional development

1,000

One time

Maintenance

Ongoing

Clothing for manikins

50

Annual

Release time

20,000

Annual

Add-ons

1,500

Annual

Medical supplies

20,000

Annual

Research

Annual

Appendices

Appendix1

STUDENTDOCUMENTATION

Itis a policy for every student to participate in the NursingSimulation through a

SimulationLab by signing the Photo/Videotape Release Form below

Thishelps in receiving consent from students to videotape as oneundertakes Nursing Simulation Laboratory sessions.

Modusoperandi:

  1. Before the opening nursing simulation incident the learner is provided with a Photo/Videotape Release Form for signing.

  2. Fill and sign forms then return them to the Simulation Lab Supervisor for logging in and filing in the students’ record on campus.

_

Iconfirm that my autograph attached on this approval form offersauthorization to the institution to utilize my shoot(s), tapedpicture and sound bite in its programs as they deem useful. I freelydecided to have my shoot(s), taped image and sound byte availed withknowledge that they can be utilized in different periodicals.

Itherefore remove all rights that I hold to scrutinize and endorse theresults or the advert facsimile that will be employed in associationthereafter. I liberate and concur to save the institution and itsstaff from any accountability.

Address:

Tel:

Email:

Signature:

Forstudents below 18 years old

Parents`

Tel:

Email:

Signature:

Kindlygive us the reason why you prefer joining our institution.

_

__

Appendix2

PRE-ENTRANCEMEDICAL EXAMINATION

Thisform to be filled by a health care professional and submitted to thenursing office by the stated date. Kindly ensure it is completedproperly, and remain with one copy.

(LastName)

(FirstName)

(MiddleInitial)

Address: (City) (State)

(ZipCode)

TelephoneNumber:

Dateof Birth: (Month)(Day)

(Year)

Examinationdetails:

Medicalhistory report:

Medicalrecommendations:

Appendix3

PolicyConformity

Kindlysign and retain the form.

I

haveunderstood and concurred with the Nursing Program Policies set forthby the institution.

Signature_

Appendix4

Air Tract Test

Symptom

Score

Symptom

Score

Level of consciousness

Air entry

Normal (including sleep)

0

Normal

0

Disoriented

5

Decreased

1

Cyanosis

Markedly decreased

2

None

0

Retractions

Cyanosis with agitation

4

None

0

Cyanosis at rest

5

Mild

1

Stridor

Moderate

2

None

0

Severe

3

When agitated

1

At rest

2

Appendix5

AccidentProcedure

1.Immediately inform the clinical faculty member and the Chairperson ofthe Department of Nursing.

3. If considered suitable the student is assessed and treated.

4. The student to fill facility incident report and other necessarydocuments presented according to the agency time line.

5.The student to fill the departmental incident report and give it tothe Director of Academic Support and Program Compliance within 48hours of the event.

6. Necessary medical follow-up is filled by the student and documentsof progress availed to the nursing department.

Appendix6

ATItesting and remediation

Name of Test

Semester

Suggested Timeline

Self-Assessment

Junior Year Summer

July

Critical Thinking

Junior Year Summer

July

Fundamentals

Junior Year Spring

April

Maternal/Newborn

Senior Year Fall

December

Pediatrics

Senior Year Fall

December

Mental Health

Junior Year Spring

Late April

Community Health

Senior Year Fall

December

Pharmacology

Senior Year Spring

March

Medical Surgical

Senior Year Spring

March

Nursing Leadership

Senior Year Spring

April

Critical Thinking Exit

Senior Year Spring

April

Comprehensive

Senior Year Spring

April

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