The development of a pilot patient-safety learning scenario for undergraduate nursing students
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@conference{2c4d9e046940405697469fcd0b37cd81,
title = "Lo svillupo di un scenario sulla sicurezza dei pazienti per student infiermeristici",
abstract = "AimTo develop a pilot scenario in an academic advanced simulation centre to improve undergraduate nursing students{\textquoteright} learning experience on patient safety.MethodsUnder the framework of the EU project {\textquoteleft}Sharing Learning from Practice to improve Patient Safety{\textquoteright} (SLIPPS), between January and March 2018 a pilot scenario was developed in an academic simulation centre. The scenario script was based on the results of thematic analysis of data collected through the {\textquoteleft}SLIPPs Learning Event Recording Tool{\textquoteright} (SLERT). This tool was specifically developed to enable undergraduate nursing students to record and reflect upon important learning events related to patient safety they encountered during their clinical placements. The scenario actors were two undergraduate nursing students, one undergraduate midwifery student, and two doctoral nursing students. The scenario was based on the Nursing Education Simulation Framework (NESF) developed by Jeffries in 2005.ResultsThe thematic analysis of the data collected through the LERTs produced the following themes: drug administration errors, communication skills, teamwork, and near misses. The setting is a medical ward of an acute care hospital. The scenario takes place at the beginning of the morning shift, during the drug administration round. The level of experience required is related to drug administration activities, so the undergraduate nursing students had to be in their third year. The simulated event was about a 30-year old woman admitted to a medical ward for hyperthyroidism. She is awake in her bed and waiting for her morning medications. However, she is affected by other chronic diseases and has multiple therapy charts. The roles played by the scenario actors were: one registered nurse (RN), who enters the inpatient{\textquoteright}s room with the therapy cart; one nursing student, who is training to administer therapy supervised by the RN; one Physician, who interrupts the drug administration to modify the dosage; one support worker, who enters the inpatient room with the breakfast trolley for the patients. No specific equipment is required, except for the therapy cart (with all the devices required for drug administration and with therapy charts for the patient) and the breakfast trolley. The learning objectives of the scenario were: a) knowledge about safe drug administration, how to effectively communicate with patients, how to interact effectively with the supervisor, and teamwork; b) correct use of devices for drug administration, correctly use checklists; c) Learner satisfaction; d) critical thinking about patient assessment and prescriptions, patient education and information.ConclusionsPatient safety is a significant challenge across the world. According to the WHO (2014) there are approximately 43 million patient safety events globally every year across the world, but the majority of adverse care episodes and near misses are preventable. Academic advanced simulation centres in the field of healthcare can play an important role in preparing future professionals who are better equipped to ensure higher levels of patient safety. In fact, simulated scenarios are an effective example of how this could be done. An advantage of the scenarios described is that while their development involves clinical and academic expertise, unlike many other scenarios these are based upon real recent student experience, and thus have resonance and face validity for students.Keywords Patient safety, scenario, learningReferenceJeffries PR (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives 26(2):96-103",
keywords = "Patient safety, scenario, learning",
author = "Annamaria Bagnasco and Giuseppe Aleo and G. Catania and R. Centanaro and Alison Steven and Pauline Pearson and Hannele Turunen and Susanna Tella and M. Zanini and Loredana Sasso",
year = "2018",
month = nov,
day = "8",
language = "Italian",
note = "null ; Conference date: 08-11-2018 Through 09-11-2018",
url = "http://www.pedagogiamedica.it/?p=2800",
}
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TY - CONF
T1 - Lo svillupo di un scenario sulla sicurezza dei pazienti per student infiermeristici
AU - Bagnasco, Annamaria
AU - Aleo, Giuseppe
AU - Catania, G.
AU - Centanaro, R.
AU - Steven, Alison
AU - Pearson, Pauline
AU - Turunen, Hannele
AU - Tella, Susanna
AU - Zanini, M.
AU - Sasso, Loredana
PY - 2018/11/8
Y1 - 2018/11/8
N2 - AimTo develop a pilot scenario in an academic advanced simulation centre to improve undergraduate nursing students’ learning experience on patient safety.MethodsUnder the framework of the EU project ‘Sharing Learning from Practice to improve Patient Safety’ (SLIPPS), between January and March 2018 a pilot scenario was developed in an academic simulation centre. The scenario script was based on the results of thematic analysis of data collected through the ‘SLIPPs Learning Event Recording Tool’ (SLERT). This tool was specifically developed to enable undergraduate nursing students to record and reflect upon important learning events related to patient safety they encountered during their clinical placements. The scenario actors were two undergraduate nursing students, one undergraduate midwifery student, and two doctoral nursing students. The scenario was based on the Nursing Education Simulation Framework (NESF) developed by Jeffries in 2005.ResultsThe thematic analysis of the data collected through the LERTs produced the following themes: drug administration errors, communication skills, teamwork, and near misses. The setting is a medical ward of an acute care hospital. The scenario takes place at the beginning of the morning shift, during the drug administration round. The level of experience required is related to drug administration activities, so the undergraduate nursing students had to be in their third year. The simulated event was about a 30-year old woman admitted to a medical ward for hyperthyroidism. She is awake in her bed and waiting for her morning medications. However, she is affected by other chronic diseases and has multiple therapy charts. The roles played by the scenario actors were: one registered nurse (RN), who enters the inpatient’s room with the therapy cart; one nursing student, who is training to administer therapy supervised by the RN; one Physician, who interrupts the drug administration to modify the dosage; one support worker, who enters the inpatient room with the breakfast trolley for the patients. No specific equipment is required, except for the therapy cart (with all the devices required for drug administration and with therapy charts for the patient) and the breakfast trolley. The learning objectives of the scenario were: a) knowledge about safe drug administration, how to effectively communicate with patients, how to interact effectively with the supervisor, and teamwork; b) correct use of devices for drug administration, correctly use checklists; c) Learner satisfaction; d) critical thinking about patient assessment and prescriptions, patient education and information.ConclusionsPatient safety is a significant challenge across the world. According to the WHO (2014) there are approximately 43 million patient safety events globally every year across the world, but the majority of adverse care episodes and near misses are preventable. Academic advanced simulation centres in the field of healthcare can play an important role in preparing future professionals who are better equipped to ensure higher levels of patient safety. In fact, simulated scenarios are an effective example of how this could be done. An advantage of the scenarios described is that while their development involves clinical and academic expertise, unlike many other scenarios these are based upon real recent student experience, and thus have resonance and face validity for students.Keywords Patient safety, scenario, learningReferenceJeffries PR (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives 26(2):96-103
AB - AimTo develop a pilot scenario in an academic advanced simulation centre to improve undergraduate nursing students’ learning experience on patient safety.MethodsUnder the framework of the EU project ‘Sharing Learning from Practice to improve Patient Safety’ (SLIPPS), between January and March 2018 a pilot scenario was developed in an academic simulation centre. The scenario script was based on the results of thematic analysis of data collected through the ‘SLIPPs Learning Event Recording Tool’ (SLERT). This tool was specifically developed to enable undergraduate nursing students to record and reflect upon important learning events related to patient safety they encountered during their clinical placements. The scenario actors were two undergraduate nursing students, one undergraduate midwifery student, and two doctoral nursing students. The scenario was based on the Nursing Education Simulation Framework (NESF) developed by Jeffries in 2005.ResultsThe thematic analysis of the data collected through the LERTs produced the following themes: drug administration errors, communication skills, teamwork, and near misses. The setting is a medical ward of an acute care hospital. The scenario takes place at the beginning of the morning shift, during the drug administration round. The level of experience required is related to drug administration activities, so the undergraduate nursing students had to be in their third year. The simulated event was about a 30-year old woman admitted to a medical ward for hyperthyroidism. She is awake in her bed and waiting for her morning medications. However, she is affected by other chronic diseases and has multiple therapy charts. The roles played by the scenario actors were: one registered nurse (RN), who enters the inpatient’s room with the therapy cart; one nursing student, who is training to administer therapy supervised by the RN; one Physician, who interrupts the drug administration to modify the dosage; one support worker, who enters the inpatient room with the breakfast trolley for the patients. No specific equipment is required, except for the therapy cart (with all the devices required for drug administration and with therapy charts for the patient) and the breakfast trolley. The learning objectives of the scenario were: a) knowledge about safe drug administration, how to effectively communicate with patients, how to interact effectively with the supervisor, and teamwork; b) correct use of devices for drug administration, correctly use checklists; c) Learner satisfaction; d) critical thinking about patient assessment and prescriptions, patient education and information.ConclusionsPatient safety is a significant challenge across the world. According to the WHO (2014) there are approximately 43 million patient safety events globally every year across the world, but the majority of adverse care episodes and near misses are preventable. Academic advanced simulation centres in the field of healthcare can play an important role in preparing future professionals who are better equipped to ensure higher levels of patient safety. In fact, simulated scenarios are an effective example of how this could be done. An advantage of the scenarios described is that while their development involves clinical and academic expertise, unlike many other scenarios these are based upon real recent student experience, and thus have resonance and face validity for students.Keywords Patient safety, scenario, learningReferenceJeffries PR (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives 26(2):96-103
KW - Patient safety
KW - scenario
KW - learning
M3 - Paper
