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Recommended Citation
Caldwell J, Kornfeind S, Pickering M. For The Nurse, By The Nurse: STIMulation through SIMulation. Professional Development poster presentation at Elevating Nursing Excellence: Purpose, Profession, Passion; Advocate Health Midwest Region Nursing Research & Professional Development Conference 2024; November 13, 2024; virtual.
Presentation Notes
Professional Development poster presentation at Elevating Nursing Excellence: Purpose, Profession, Passion; Advocate Health Midwest Region Nursing Research & Professional Development Conference 2024; November 13, 2024; virtual.
Abstract
Introduction
To mitigate the demand of post pandemic turnover, many critical care nurses were hired with varying experience levels. “New Hire” class was developed to educate all new critical care nurses regarding the units’ expectations and experiences. This lecture-based program focused on key result areas but lacked hands on opportunities. Feedback and environmental scanning showed the need for interactivity.
Simulation is effective in developing critical thinking, hands-on skills, and decision making while fostering teamwork and strengthening self-confidence. Critical thinking is a fundamental tool in nursing practice.
Objective
To create a class that incorporates multiple modalities while providing a safe and effective learning environment for critical care nurses with subject matter expert (SME) support.
Method
SMEs included current critical care nurses from multiple units. Simulation was designed with realistic deteriorating ICU patient scenarios. Patient management, device set-up and maintenance, and communication tools were integrated into scenarios to allow nurses exposure to ICU specific care. Comprehension validated through return demonstration. A didactic portion was also incorporated to address high priority competencies. Learners completed pre and post-surveys to assess confidence.
Results
Pre and post-survey comparisons revealed an increase in confidence in all course objectives. Overall confidence in ability to care for the deteriorating patient increased from 3 to 4.25 out of 5. Qualitative feedback cited positive views on both the content and the facilitators. Learners commented on the synergy of multiple modalities being beneficial to learning. Utilizing current frontline leaders as SMEs and content developers created opportunities for professional development in both education and simulation.
Conclusions/Implications for Practice
Multiple modalities through simulated experiences positively impact nurse competence and confidence in utilizing ICU specific devices while caring for acutely decompensating patients. This simulation allowed for development of new nurse critical thinking while also providing professional development opportunities for frontline leaders to facilitate and support the new critical care nurse.
Document Type
Poster
Publication Date
11-13-2024
For The Nurse, By The Nurse: STIMulation through SIMulation
Introduction
To mitigate the demand of post pandemic turnover, many critical care nurses were hired with varying experience levels. “New Hire” class was developed to educate all new critical care nurses regarding the units’ expectations and experiences. This lecture-based program focused on key result areas but lacked hands on opportunities. Feedback and environmental scanning showed the need for interactivity.
Simulation is effective in developing critical thinking, hands-on skills, and decision making while fostering teamwork and strengthening self-confidence. Critical thinking is a fundamental tool in nursing practice.
Objective
To create a class that incorporates multiple modalities while providing a safe and effective learning environment for critical care nurses with subject matter expert (SME) support.
Method
SMEs included current critical care nurses from multiple units. Simulation was designed with realistic deteriorating ICU patient scenarios. Patient management, device set-up and maintenance, and communication tools were integrated into scenarios to allow nurses exposure to ICU specific care. Comprehension validated through return demonstration. A didactic portion was also incorporated to address high priority competencies. Learners completed pre and post-surveys to assess confidence.
Results
Pre and post-survey comparisons revealed an increase in confidence in all course objectives. Overall confidence in ability to care for the deteriorating patient increased from 3 to 4.25 out of 5. Qualitative feedback cited positive views on both the content and the facilitators. Learners commented on the synergy of multiple modalities being beneficial to learning. Utilizing current frontline leaders as SMEs and content developers created opportunities for professional development in both education and simulation.
Conclusions/Implications for Practice
Multiple modalities through simulated experiences positively impact nurse competence and confidence in utilizing ICU specific devices while caring for acutely decompensating patients. This simulation allowed for development of new nurse critical thinking while also providing professional development opportunities for frontline leaders to facilitate and support the new critical care nurse.
Affiliations
Advocate Lutheran General Hospital