Integrating Simulation Training

in a Nursing Theory Course

Marycarol Rossignol DNSc, RN

Associate Professor
College of Nursing
 What is SimMan®?
 human simulator
 computer controlled manikin that displays
physiologic data, such as heart rate, blood
pressure, respiratory rate, prerecorded
sounds
 supports clinical decision making activities
 preset scenarios available or ability to
generate scenarios
SimMan
Functionality Realistic

From Simple to Complex Situations

 Pre-project Context
 Laerdal gave an orientation
 Equipment available but no internal
support
 Digital immigrant teachers with low
comfort level

 Educational guidelines didn’t exist

 Laboratory policies didn’t exist
 Need a Simulation Operator
Preproject Summary
 sporadic use
 lack of coordination
 lack of confidence
 In-Class Attempt
Failed!

 too many students

 scenario too complex
 students became upset
 inadequate supervision
 decorum was inappropriate
 students lacked basic preparation for simulation
training
 Fig Proposal

 pilot scenarios in a nursing theory class (face-

to-face class)
 work with TLTC to iron out logistics
 develop a student orientation program to
simulation training in general
 prepare and implement clear expectations,
policies, assignment guidelines
 Key Considerations

 Class syllabus included Sim assignment

information and course points were
allocated
 Orientation video
 Sim Teams
 What to do with the rest of the class?
 Project Details

 Team read case study prior to simulation to

prepare (ie., meds, past medical history)
 Option to visit lab before class to review
equipment, skills with Sim operator
 Team roles- leader, documenter, or team member
 20 minute simulation videotaped
 10 minute debriefing session
 Resumed class
 Posted streaming video
 Assignment
All students (participants and viewers)

 Watched the video

 Completed the reflection
assignment

 Completed the patient’s progress note

 Posted reflection assignment and progress note in
Blackboard
 Challenges

 First time students performed a scenario

 Video aspect made them nervous
 Pressure was real
 A very quiet class
 Unsure about when/if Instructor should to
influence the scenario
 Keeping remaining class members busy on an
assignment without Instructor present
 Challenges

 redundant comments in discussion

board
 guidelines for posts were vague
 most talkative student posted first
 late posts and student who didn’t know
how to use Blackboard
 sound on video
Simulation embeds learning in a meaningful clinical context
Benefits
 high fidelity
 classroom performance versus clinical
performance
 nursing-in-action
 shared experience
 evaluated personal performance
 practiced leadership and delegation
 stronger performers collaborated with
weaker performers
 honed reporting and documentation
skills
 What students said …

“I learned that my strengths were communicating

with my team effectively and completing multiple
tasks in a short period of time. For weakness, I
realize I need to be more confident with doing
assessments and not to be afraid to contribute
opinions or strategies regarding patient
treatment.”
 What students said …
 “I need to be more assertive on what I am doing, i am
doing ok with meds preparation and calculation .”
 “That I need to better prepare for next time.”
 “I doubt myself a lot.”
 “I think that my strengths are in assessment and
performing procedures. My weakness may be in
prioritizing some of the procedures that needs to be
done.”
 What students said …
“Being the team leader, I have to say one of my
strengths was being able to be an appropriate leader
and delegate the work to my team members as well as
participating in the care myself. I noticed, however,
that I was doing most of the talking during the video,
and I could have let one of my team members talk as
well.
 Thank you TLTC

especially Heidi Trotta,

Michael Soupios, and Karla Braithwaite