Using simulation to place moving and handling in context based environment in an undergraduate programme

Angela StevensonClinical Coordinator

Phil HawesClinical Lab ManagerMANZ - March 2012

Whitireia main campus (Porirua)[20 minutes from centre of Wellington, NZ]

CONCEPT

‘Using simulation to place moving and handling in context based environment in an undergraduate programme’

TRADITIONAL

What do we know?• 1981 – 1st Guide to the handling of Patients, by the

National Back Association• 2003 – 80,000 nurses in the UK• 2003 – ACC launched NZ Patient Handling Guidelines• 2007-2009 Residential Care Sector , serious injury

investigation• 2009 – Multi-factorial approach• 2009-2010 – 4,800 new workplace back injuries, ACC

claims $126.4 million

CONSTRAINTSConstraints within the traditional training model

• Sheep dip learning• Group rotation• Large training groups• Mixed groups/disciplines• Nursing students were socialised to obedience

“Embedded Cultural Tensions”• Desire to belong• Avoid getting in the way

• Welcomed & safe• Unwelcomed, afraid & frustrated

• Rituals of nursing(McAllister, 2008)

Clinical Judgement Model

• Noticing• Interpreting• Responding• Reflecting

(Tanner, 2006)

SIMULATION• Activities that mimic the reality of a clinical

environment and are designed to demonstrate procedures, decision making and critical thinking” (Jeffries, 2005, p.97).

• Studies have shown that simulation can play a role in reducing errors and mistakes in many professions including nursing (Olejniczack , 2010).

BENEFITS

• Allows learners to perfect techniques• Allows learners to make mistakes• Creates a reflective environment• Encourages and develops problem solving

(Issenberg , 2003)

Video clip available on YouTube athttp://www.youtube.com/watch?v=yO7sMFi1W2E

Summary

• Students want to fit in• Student will conform • Ritual & Culture of environment• Students need support, feel safe & able to

practice

FINAL THOUGHT

“Educational practices must help students engage with patients and act on a responsible vision for excellent care of those patients and with a deep concern for the patients’ and families’ well-being”(Tanner, 2006)

REFERENCESACC Patient Handling Guildlines (2012).Jeffries, P. (2005). A framework for designing,implementing and evaluating simulations

used as teaching strategies in nursing.Nursing Education Perspectives. 26 (2), 25-30. Issenberg, S . P. (2003). Adoption and Integration of Simulation – based learning

Technologies into the curriculum of a UK Undergraduate Education Programme. Medical Education 37(1),42-49.

Levett-Jones, T & Lathlean, J. (2009). ‘Don’t rock the boat’: Nursing students’ experiences of conformity and compliance.’ Nurse Education Today, 29, 342-349.

McAllister, M. (2008) Thank-you cards: Reclaimimg a nursing student ritual and releasing its transformative potential. Nurse Education in Practice. 8, 170-176.

Olejniczak, E. & Brown, J. (2010). Simulation as an orientation strategy for new graduate nurses: An integrative review of the evidence. Simulation in Healthcare. 5 (1), 52- 57.

Tanner, C. (2006). “Thinking Like a Nurse: A Research-Based Model of Clinical Judgment in Nursing" Journal of Nursing Education. June Vol.45, No.6 204-211.

The Guide to Handling of People, 5th Ed (UK)