Breaking Down Barriers: A Global Health Simulation Experience
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Breaking Down Barriers: A Global Health Simulation Experience Misty Stone, Ph.D., RN
Transcript of Breaking Down Barriers: A Global Health Simulation Experience
Breaking Down Barriers: A Global Health Simulation Experience
Misty Stone, Ph.D., RN
Presentation Objectives• Discuss the purpose of utilizing
international students in a communication-based simulation.
• Demonstrate strategies necessary for successful implementation of utilizing non-nursing students in a nursing based simulation.
• Discuss implications for nursing education.
Simulation and Application to Nursing
● Military, nuclear power, & aviation● Simulation is an important part of the
education of students and practicing healthcare providers
● Institute of Medicine’s (IOMs) Report● Simulation vs. clinical rotations
Purpose of Utilizing International Students ● English Second Language● Cultural experience● Ethnicity
Planning of the Global Simulation● NUR 3150-Adult Health I● Simulation Development● Coordination with International
Programs● Debriefing Session
Implementing the Global Simulation • Simulation set up• Prebriefing• Simulation• Debriefing
The Scenario
Debriefing of the Global Simulation● Audio visual recordings of the scenario
were used● All students participating in the
simulation were debriefed immediately following the scenario
● Nursing students partook in an additional debriefing
Simulation Experience: Nursing Student & International Programs’ Feedback• Nursing Student: “I enjoyed the international
students and the practice with them because that isn’t something we get to experience often.”
• Nursing Student: “I would enjoy doing this again.”
• IP Student: “It gave a real-life scenario that can happen in the real world, and I think it should happen again.”
Nursing Student & International Programs’ Feedback• Nursing Student: “We don’t get much
practice with patients from different cultures, so I thought it was a good experience.”
• Student: “LOVED this simulation! My favorite so far!”
• IP Director: “It was great for our students as well!”
Benefits of Clinical SimulationSimulation allows the student to:• Gain confidence in their knowledge &
skills in high pressure situations• Learn from mistakes in a safe,
supportive environment• Obtain experience with conditions
they may not encounter during clinicals
Implications for Nursing Education• Nursing faculty should lead simulation
initiatives • Nursing faculty need proper training in
simulation AND how to engage students during simulation
• Nursing leadership must foster relationships with other schools and other departments
• Barriers in developing training
Next Steps• Incorporate Interprofessional Collaboration
– A model used across disciplines– Assists nursing students in
understanding various roles so they can deliver care that is safe, at a lower cost, and can be directed toward specific patient populations
– This approach can transform nursing education & improve quality of care
– Meets QSEN initiatives
Conclusion• Simulation is an effective method in
training nurses (hands-on practice)• Simulation is effective in training for
specific competencies (working with specific patient populations)
• Simulation improves collaboration & patient care
• Always know the purpose of the sim• Be creative
References• Aebersold, M., & Tschannen, D. (2013). Simulation in
nursing practice: The impact on patient care. The Online Journal of Nursing Issues, 18(2). http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-18-2013/No2-May-2013/Simulation-in-Nursing-Practice.html
• Gasper, M. L. & Dillon, P. M. (2012). Clinical simulations for nursing education: Instructor volume. FA Davis.
• Interprofessional Education for Nursing: Top 9 Ways to Implement IPE in Your Nursing Curriculum. (2018). https://www.wolterskluwer.com/en/expert-insights/interprofessional-education-for-nursing-top-9-ways-to-implement-ipe-in-your-nursing-curriculum
References (Continued)• National Academies of Practice. (2011). Toward
interdisciplinary team development: A policy paper of the National Academies of Practice. Cleveland, OH: The Center for Community Solutions.
• Speakman, E., Tagliareni, E., Sherburne, A., & Sicks, S. (n.d.). A Guide to Effective Interprofessional Education Experiences in Nursing Education. National League for Nursing. Thomas Johnson University. http://www.nln.org/docs/default-source/default-document-library/ipe-toolkit-krk-012716.pdf
