Student simulation guide
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The document provides guidelines for nursing students participating in clinical simulations at the Glendale Community College Simulation Lab. It outlines that the simulation lab aims to provide a safe environment for students to practice nursing skills, learn, and apply the nursing process to simulated patient cases. Students will assess, treat, and evaluate simulated patient scenarios within a set time frame. The scenarios are video recorded to help students review their performance. The document also lists learning objectives, outcomes, lab rules, behavioral standards, documents and equipment used in simulations, and defines the roles students may take on during simulations such as charge nurse, primary nurse, or support member.
Student simulation guide
- 1. MARICOPA COMMUNITY COLLEGE DISTRICT NURSING PROGRAM GLENDALE COMMUNITY COLLEGE SIMULATION LAB STUDENT GUIDELINES The idea of clinical simulation is to meet the needs of current and future nurses. Simulation Laboratory is a great location to learn and try new skills, expand existing knowledge, and practice care activities in a safe environment. In Simulation Laboratory, we are attempting to set the stage and get past the “technology”. Much time and effort is being spent on creating an environment as real as possible, with charts, equipment, and experiences as close to a true hospital environment as possible, and have Alex (Adult Learning Educational Experience) respond like a true patient. Our existing patient can talk, breathe, have a heartbeat, bowel sounds, and can have all physiologic functions vary depending on the patient’s age and condition. Your roles are generally to follow the nursing process of assessment, diagnosis, planning, intervening, and evaluation of care for a patient in a short time frame. Each scenario has a patient introduction, contact with the patient, and then time to debrief about the care. Most times, the encounter is videotaped to help you review the actions taken while you were here—something we really can’t do in other facilities. Learning Objectives: Apply the nursing process/critical thinking in the care of an adult client experiencing and adapting to complex, multi-system dysfunctions. Apply scientific, theoretical knowledge and advanced nursing skills to provide safe and competent holistic nursing care of the medical-surgical client within professional standards of practice. Learning Outcomes: Prioritize critical nursing actions based on analysis of data from assessing the patient, chart, and report given. Identify roles of the members of the team. Interpret the diagnostic information. Compare and contrast the various medications used for the patient. Demonstrate accurate documentation/communication of the nursing plan of care. Apply principles of holistic care in the nursing process to address patient care needs. Demonstrate participation as a health care team member undergoing crisis management of a critical patient. Demonstrate coordination of the health care team undergoing crisis management of a critical patient. Evaluate and discuss patient care outcomes. -1–
- 2. Simulation Lab Rules Simulation Lab is open by appointment only. Appointments are arranged through the Sim Lab Coordinator and your instructor. No food or drink is permitted in the Simulation Lab. No markers, pens, adhesives, or adhesive removers are to be used on or near the patients. Students may place backpacks and books along the wall farthest from the simulation equipment. If students will be absent or tardy, please call Simulation Coordinator at 602.709.3427—this is a digital beeper, so please wait for the Coordinator to call you back. If you do not receive a call within 1 hour, please page the Coordinator again. Student Behavior Standards The Patient will be given the same consideration as any patient in a clinical setting. This includes the principles of patient privacy, confidentiality, and safety. The scenarios are not to be discussed outside of the simulation and debriefing sessions. This is to protect the value of the experience for those who will eventually take part in the clinical scenarios. If the student does so, it is considered cheating and the student will face disciplinary action. Students should approach the patient in the simulation setting using the same dress and behavior standards required for all inpatient clinical settings, consistent with the Nursing Student Handbook. This includes standards of dress, communication, and preparedness for clinical experiences. (Including stethoscopes, watches, hemastats, rulers, etc. Levels of student interaction are determined by the facilitator and the student’s level of progress in the Nursing Program. Activities not permitted by a student in a clinical setting are similarly not permitted in the Simulation Lab without express consent or direction of the instructor and Lab Coordinator. Students are expected to perform at their highest ability at all times, in all assigned roles. Documents Used in the Sim Lab Most of the documents used are adapted from local agencies. Your instructor may have additional or different assignments related to the experience. In general, all patients have a chart which includes a Face Sheet, Resuscitation Status order sheet, Physical & History, Medical orders, Progress notes, Lab and other diagnostic reports, Nursing Notes, Medication sheets -2–
- 3. (MAR), Pain assessment and General assessment sheets, Graphic sheet, and Intake and Output. Equipment Used As much as possible, the same equipment is used for our patients as you will encounter at any other agency. In some instances, data collection will be changed because of the limitations of our patient. For instance, if you wished to perform a neurological exam, some components (like deep tendon reflexes), would be provided for you by the facilitator or lab coordinator, as our patient is unable to respond to the stimulus. If you have a question, please feel free to ask your instructor or the simulation coordinator. Who is Who in the Simulation? You will be assigned to a role during your experience at GCH. The following are the most common roles in the scenarios. 1. Charge Nurse You are responsible for overall organization of safe, quality patient care delivery on your unit. You are a resource to all staff members and are responsible for appropriate staff assignments and delegation of duties. You are knowledgeable about all patients on your unit including condition status, scheduled procedures, treatments and required facility policy and procedure that may impact your decisions. You may serve as the gate- keeper to facilitate communication and delivery of safe, efficient, and appropriate care. You provide leadership and guidance for the health care team members working with you and you take care of your staff as well as your patients. 2. Primary and Collaborative Nurses You are responsible for planning and overseeing implementation of safe, quality, patient care for those patients assigned to you and the staff assigned to assist you in that implementation. You communicate significant patient events and any related issues to your charge nurse. You provide guidance and leadership to the health care team members working with you in your assigned area. 3. Recorder/Observer You are a primary care giver to an assigned group of patients, however you provide assistance to other nurses when the situation arises. For the purpose of this sim lab, you will primarily be responsible for recording patient event activities. You will chart assessments, interventions, and outcomes on the appropriate documentation tool. You will perform other duties as requested by the charge nurse or primary nurse. 4. Support Members This is a versatile role, governed by the individual scenario. You may be a physician, radiology technologist, respiratory therapist, nursing assistant, spouse, friend, lab technician, nursing student, volunteer, EMT, whatever! Be prepared to “walk” in that person’s shoes as you depict this role. -3–
- 4. 5. Special Guests Although the preparation materials will script out the scenario, be prepared for anything! You never know when a faculty member may make a special guest appearance in a role you were not anticipating. -4–