| Preface |
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xiii | |
| Contributors |
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xvii | |
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1 | (56) |
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History of Simulation in Nursing |
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3 | (24) |
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Factors Influencing the Use of Simulation |
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3 | (5) |
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The Continuum of Simulation |
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8 | (11) |
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19 | (8) |
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A Synthesis of Theory and Nursing Research Using High-Fidelity Patient Simulation |
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27 | (30) |
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Theoretical Frameworks Used in Nursing Simulation |
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27 | (2) |
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Nursing Research Involving High-Fidelity Patient Simulation |
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29 | (22) |
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Recommendations for Future Nursing Research |
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51 | (2) |
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53 | (4) |
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Unit II: Setting Up A Simulation Program |
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57 | (130) |
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Developing and Implementing a Simulation Program: Baccalaureate Nursing Education |
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59 | (16) |
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The BYU Experience: Planning and Integration |
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61 | (4) |
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Suggestions for Successful Implementation |
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65 | (8) |
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BYU Evolution and Future Plans |
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73 | (2) |
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Developing and Implementing a Simulator Program: Associate Degree Nursing Education |
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75 | (12) |
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Environmental and Space Concerns |
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75 | (2) |
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Progress with Environmental and Space Concerns |
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77 | (2) |
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Faculty Education and Simulator Use |
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79 | (1) |
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Planning for a Second Set of Triplets |
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80 | (2) |
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82 | (2) |
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84 | (1) |
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84 | (1) |
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84 | (1) |
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Evolution and Future Plans |
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85 | (2) |
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Graduate Nurse Anesthesia |
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87 | (28) |
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87 | (1) |
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88 | (2) |
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Nurse Anesthesia Program Use of Simulated Learning |
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90 | (1) |
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Valid Outcome Measures/Evaluation Plans |
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91 | (1) |
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Clinical Simulation Consortia |
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92 | (1) |
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Role of Accreditation Agencies Related to Simulated Activities |
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93 | (1) |
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Simulation in Continuing Education and Credentialing |
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94 | (1) |
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Simulation in a Nurse Anesthesia Curriculum |
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95 | (9) |
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104 | (11) |
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Statewide Nursing Simulation Program |
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115 | (18) |
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115 | (2) |
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Background: Statewide Nursing Simulation Program |
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117 | (1) |
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118 | (3) |
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121 | (6) |
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Environment and Space Considerations |
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127 | (3) |
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Evolution and Future Direction |
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130 | (3) |
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Creating an Interdisciplinary Simulation Center |
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133 | (16) |
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133 | (1) |
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133 | (1) |
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134 | (3) |
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137 | (1) |
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138 | (2) |
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140 | (2) |
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142 | (4) |
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146 | (3) |
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An Interdisciplinary Simulation Training and Education Program for an All-Hazards Response |
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149 | (18) |
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149 | (1) |
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Center for Public Health Preparedness |
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149 | (1) |
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The Center for Public Health Preparedness at Burlington County College |
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150 | (1) |
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Planning: The Road to Preparedness |
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151 | (3) |
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154 | (2) |
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Simulation Resource Management |
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156 | (3) |
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159 | (3) |
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A Nurse Is a Nurse Is a Nurse ... Not! |
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162 | (1) |
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163 | (4) |
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Hospital-Based Competency Development |
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167 | (20) |
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167 | (3) |
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Number and Types of Personnel for Staffing |
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170 | (3) |
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173 | (3) |
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176 | (1) |
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176 | (3) |
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Environmental/Space Concerns |
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179 | (1) |
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180 | (1) |
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181 | (1) |
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182 | (1) |
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Evolution and Future Plans |
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182 | (3) |
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185 | (2) |
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Unit III: Developing And Implementing Scenarios |
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187 | (238) |
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Baccalaureate Nursing Education |
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189 | (22) |
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Laurie D. Sellinger-Karmel |
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Incorporating Simulation into the Curriculum |
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190 | (2) |
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Development of Clinical Scenarios |
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192 | (5) |
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Orientation to High-Fidelity Patient Simulation |
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197 | (1) |
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Methods of Presenting the Scenario |
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198 | (3) |
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Evaluation of Clinical Scenarios |
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201 | (1) |
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201 | (1) |
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202 | (3) |
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Appendix A: Student Version of the Scenario of the Patient with a Cardiac Condition |
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205 | (2) |
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Appendix B: Facility Version of the Scenario of the Patient with a Cardiac Condition |
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207 | (4) |
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Associate Degree Nursing Education |
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211 | (22) |
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Place of Simulation in the Curriculum |
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211 | (1) |
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Evaluating the Student Using Simulation |
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212 | (1) |
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Identifying the Topic of the Scenario |
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213 | (1) |
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Why and How the Scenario Was Developed |
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214 | (1) |
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The Implementation Process |
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215 | (2) |
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217 | (1) |
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Use of Simulation Using Different Levels of Fidelity |
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218 | (1) |
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Student Evaluations for the Simulation Experience |
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218 | (1) |
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219 | (1) |
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Advice for Faculty Who Want to Replicate the End-of-Life Scenario |
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220 | (1) |
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Appendix A: End-of-Life Scenario |
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221 | (1) |
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Preparation for Patient Scenario |
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222 | (1) |
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Skills Required to Prepare for the Scenario |
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222 | (1) |
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223 | (3) |
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226 | (1) |
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227 | (1) |
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228 | (5) |
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Acute Care for Advanced Practice Nurses |
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233 | (40) |
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Selecting a Learning Scenario |
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234 | (3) |
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Determining a Framework for Problem Solving |
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237 | (10) |
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247 | (12) |
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Student Preparation for Simulation |
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259 | (2) |
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Implementing the Simulation |
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261 | (2) |
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Optimizing the Simulation Environment |
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263 | (5) |
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Maintaining a State-of-the-Art Simulation Lab |
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268 | (1) |
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Challenges in Acute Care Advanced Practice Simulation |
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269 | (4) |
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Regional Nursing Simulation Program |
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273 | (30) |
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273 | (1) |
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274 | (1) |
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Use of Collaboration to Develop Specific Scenarios |
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275 | (23) |
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Ensuring an Effective Simulation |
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298 | (1) |
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Appendix A: Hyperglycemia Protocol (Subcutaneous Insulin Orders) |
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299 | (4) |
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Interdisciplinary Simulation Center |
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303 | (20) |
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The Hospital-Based Interdisciplinary Simulation Center: Simulation for Practitioners |
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304 | (1) |
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The Academic-Based Interdisciplinary Simulation Center: Simulation for Students |
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305 | (1) |
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Interdisciplinary Infused High-Fidelity Clinical Simulation Scenarios |
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305 | (16) |
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321 | (2) |
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Planning and Creating a Scenario: The Institute of Technical Education Experience |
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323 | (18) |
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323 | (1) |
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324 | (1) |
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Identifying Learning Needs |
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325 | (1) |
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Identifying Learning Objectives |
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325 | (2) |
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327 | (5) |
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332 | (7) |
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339 | (2) |
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Simulation in the Hospital Setting |
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341 | (28) |
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Targets for Scenario or Course Development for Professional Nurses |
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342 | (1) |
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Developing Scenarios for Use within a Professional Nursing Simulation Course |
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343 | (7) |
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350 | (1) |
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The Development Triangle Tool |
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350 | (6) |
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Alpha Testing and Instructor Preparation |
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356 | (2) |
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Beta Testing: Scenario Flow and Final Content Validation |
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358 | (1) |
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Final Development Phase: Is The Scenario Ready for Use? |
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358 | (1) |
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358 | (5) |
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Appendix A: Simulation Scenario: Hemolytic Blood Transfusion Reaction in The Acute Care Hospital Setting |
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363 | (1) |
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Student Level: Entry Level Professional Nurse (Orientation) to Experienced RN (Competency) |
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363 | (6) |
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369 | (18) |
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Historical Origins of Debriefing |
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370 | (1) |
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370 | (8) |
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Effective Debriefing Techniques |
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378 | (3) |
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The Process of Verbal Debriefing |
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381 | (3) |
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384 | (3) |
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A Curriculum for the Pre-licensure Nursing Program |
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387 | (18) |
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Challenges Facing Nursing Education |
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388 | (1) |
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Pattern Recognition and Learning |
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389 | (2) |
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Simulation as a Teaching Strategy to Address These Challenges |
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391 | (1) |
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The Program for Nursing Curriculum Integration |
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391 | (3) |
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Simulation Across the Curriculum |
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394 | (8) |
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402 | (3) |
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405 | (20) |
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The Evaluation Plan and Process |
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406 | (2) |
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Setting Up an Evaluation Plan |
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408 | (5) |
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413 | (2) |
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Problem Solving (Complexity) |
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415 | (1) |
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415 | (1) |
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Debriefing (Guided Reflection) |
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416 | (1) |
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417 | (1) |
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Evaluating the Implementation of the Simulation |
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418 | (1) |
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Evaluating Student Learning Outcomes When Implementing Simulations |
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418 | (3) |
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421 | (4) |
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425 | (8) |
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Using High-Fidelity Patient Simulation: What Does the Future Hold? |
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427 | (6) |
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| Index |
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433 | |
