An example of simulated learning (play role)tuningmeda.org/storage/2017/02/Fifth-GM-Panel-IV... ·...
Transcript of An example of simulated learning (play role)tuningmeda.org/storage/2017/02/Fifth-GM-Panel-IV... ·...
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An example of
simulated learning (play role)
N.Hached, B.Benhabyles
University of Algiers 1- Faculty of medicine
Algiers – Algeria
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Play role
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Introduction
At the end of their training, nurse students acquire
the know how, thanks to their theorical and
practical learning practice
Later on, during their professional exercise due to
repetition of acts, they acquire complete control of
them so much that they trivialize them, exposing
the patient to risks , as zero risk does not exist
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Aim of the good practice
Find a learning method that can arouse
the nurses’ interest to a less risky behavior
assuring their own and the patients’ safety
It appeared fundamental that the
pedagogical approach be :
‐ non blaming
‐ funny
‐ playful
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Description of the teaching practice
This is how we came to the idea of a simulation
• caricaturizing the act
• by exacerbating the mistakes
in order to bring the nurses to meditate over their
practice
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Description of the teaching practice
Theme
Chosen deliberately : Insertion of peripheral
venous catheter (CVP)
• a frequent treatment proceeding
• an invasive act, 27% of patients with these
catheters
• a multi-infection risk
• the infection can endanger the patients’ life
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Description of the teaching practice
Scenario
The drafting of the scenario was the longest and
the most important step
It required
• analysis of the medical act
• precise identification of each steps
• determination at each step of the possible mistakes
with an infectious risk for the patient and the nurse
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Description of the teaching practice
Scenario
For example
Before proceeding to this medical care
one must wash the hands which
requires 3 prerequisites
no jewels in the hands or wrists
short nails without varnishing
short sleeved blouses
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Description of the teaching practice
Scenario
The reverted situation
is illustrated in the scenario
no prerequisite is respected
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Description of the teaching practice
Interpretation
The role play is interpreted by 2 nurses
• one as a patient
• the other in her own role
The role play has been tested before training
within the working group in order to improve it
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Description of the teaching practice
Interpretation
After 3 trainings, because of
• time
• availability constraints
the simulation has been recorded into a short film
of 4 minutes
however if it is less attractive than the play role
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Description of the teaching practice
Procedure : organization of the simulation
session
Each training session lasts 60 mn
It is composed
• Briefing: presentation of
• The objectives of the session
• The procedure• Presentation of the play role (later the film)• Debate on the mistakes • Debriefing • Presentation of a pedagogical film showing the
universal practice , which lasts 15 minutes
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Logistical and practical resources
The presentation of the simulation
• took place in a classroom
• required at least 3 persons : 2 for the role play
1 for organization
• required all the material needed for the insertion of the
CVP
Audiovisual materials were necessary for the elaboration of
the short film
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Time to implement the teaching practice
For the drafting of the simulation
• Collaboration of medical and paramedical volunteers
• From different specialties for the identification of the
infectious risk
• Duration approximately 20 hours
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Results
At every session, we noticed
• an interactive participation
• exclamations
• laughter and self-derision
After the simulation,
the debriefing shows awareness
• nurses recognize themselves in the mistakes
• admit that they have to correct their attitude
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Results
The evaluation of each of the trainings has been
positive
The participants
• were satisfied
• wished to participate themselves in preparation of
similar activities about other themes
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Results
These positive appreciations have encouraged
us to reproduce the training for students
of nursery in their last year
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Results
The results have been convincing , the students
appreciate this pedagogical method
• same reactions
– an interactive participation
– exclamations
– laughter
• sensitization at the risk
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Results
They suggested us that the pedagogical
film should be done by the same team , with the same
materials: (to show the possibility to improve the
insertion with the same person and the same
material)
They understood that is essentially a behavioral problem
2 students have chosen the theme as graduation
memory: to test the drafting without mistakes , they
noticed no infection
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Conclusion
The generalization of this positive pedagogical
approach by mistake is feasible
however it
• requires time for
• the preparation
• the implementation
• depends on the good will and availability of
the teachers