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CNE Study > Learning With Simulation Chapter 7 > Flashcards

Learning With Simulation Chapter 7 Flashcards

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1
Q

What are the three types of human patient simulators (HPS)?

A

Low-fidelity, mid-fidelity, and high-fidelity manikins

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2
Q

What determines the complexity and realism of a manikin’s capabilities?

A

The fidelity of the manikin

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3
Q

List three capabilities of a high-fidelity manikin.

A
  • Can cry
  • Can sweat
  • Has pupils that react to light
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4
Q

What physiological reactions can a high-fidelity manikin exhibit?

A

Can physiologically react to medication administration

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5
Q

What is the primary benefit of HPS simulation for students?

A

Opportunities to apply skills and knowledge based on realistic clinical scenarios

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6
Q

What type of environment does HPS simulation provide for students?

A

A safe and controlled environment with no threat for patient harm

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7
Q

Name one professional field that can be included in HPS simulation.

A

Medicine, pharmacy, case management, physical therapy, or nutrition

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8
Q

What is a standardized patient (SP)?

A

An actor trained to portray a patient in a consistent manner in a specific scenario involving a medical condition or health care situation

SPs can portray real emotions such as anxiety or depression and can cry on demand.

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9
Q

What is the purpose of using standardized patients in simulation?

A

To provide realistic portrayals of patients for training in medical and healthcare scenarios.

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10
Q

How can organizations acquire standardized patients if they cannot afford to hire them?

A

By contracting with a drama department, drama club, or seeking volunteers.

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11
Q

What is hybrid simulation?

A

A simulation that uses a combination of high-fidelity patient simulation (HPS) and standardized patient simulation.

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12
Q

Provide an example of hybrid simulation.

A

A scenario using a baby manikin as the patient and a standardized patient portraying the parent.

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13
Q

What are part-task trainers (PTT)?

A

Devices used to teach specific skills or sets of skills related to clinical procedures.

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14
Q

What range of complexity do part-task trainers cover?

A

From simple items like a piece of fruit to more complex devices like a torso.

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15
Q

What does PTT stand for in the context of simulation?

A

Patient Teaching Tools

PTTs are utilized to enhance the educational experience in simulations.

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16
Q

What is a characteristic of simulation using a PTT?

A

Usually does not include patient feedback or debriefing

This limits the interactive learning experience.

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17
Q

How do complex PTTs enhance the learning experience?

A

By allowing a combination of PTT with a computer-based simulated environment

This increases the fidelity of the simulation.

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18
Q

What are some alternative resources that could be used to incorporate SPs if actors are unavailable?

A

Senior groups, other learners

These alternatives can help facilitate role-playing in simulations.

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19
Q

How can HPS simulation cases be obtained?

A

Purchased as pre-programmed scenarios or created by faculty using simulator software

Faculty can also adjust the manikin’s actions during scenarios.

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20
Q

What is a recommended practice when selecting an actor for a standardized patient simulation?

A

Choose someone that the learner does not know

This enhances the realism and effectiveness of the simulation.

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21
Q

What is a simple way to run scenarios during HPS simulations?

A

Have a faculty member adjust the actions of the manikin

This allows for real-time adaptation based on participants’ actions.

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22
Q

What is included in a SP simulation case?

A

The following sections:
* Patient name
* Patient role
* Timing for the simulation encounter
* Setting
* Overview of the scenario
* Instructions or door sign explaining the condition of the patient
* Opening line
* Patient position and attire
* Challenge questions
* Questions that might be asked during the simulation and specific answers

SP stands for Standardized Patient, who is an actor portraying a patient.

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23
Q

What is the purpose of the SP simulation case?

A

To provide a detailed script for actors portraying patients in a simulation experience

This ensures that the simulation runs smoothly and that all necessary information is conveyed.

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24
Q

What is the significance of triage or initial vital signs in a clinical scenario?

A

They provide crucial information about the patient’s immediate health status

Vital signs typically include blood pressure, pulse, respiratory rate, and temperature.

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25
What are the components of 'Background' in a clinical setting?
Details that provide context about the patient's medical history and current condition ## Footnote This information is essential for understanding the patient's situation and making informed decisions.
26
What critical actions are highlighted in clinical scenarios?
Actions that must be taken to address the patient's condition effectively ## Footnote These actions are essential for ensuring patient safety and quality of care.
27
What information is typically conveyed through challenge questions in a simulation?
They test the knowledge and decision-making skills of the participant ## Footnote Challenge questions are designed to provoke critical thinking and assess the participant's understanding of the scenario.
28
What is the role of the person giving information in a clinical simulation?
To provide necessary context and details for the scenario ## Footnote This person ensures that participants have the information they need to effectively engage with the simulation.
29
What is the purpose of training for Standardized Patients (SPs) before a simulation experience?
To review the SP case scenario, answer questions, demonstrate physical exam techniques, and practice the scenario through role-play. ## Footnote Referenced studies include Onori et al., 2012; Wilson, 2018.
30
What are the required components included in the SP simulation experience?
Evaluation criteria, checklist items, passing score, and type of feedback. ## Footnote These components ensure effective assessment and learning outcomes.
31
What information is included in the instructions/door sign for the student prior to the SP experience?
What is to be done during the experience and how many minutes the student has to complete it. ## Footnote This information helps in setting expectations for the simulation.
32
What is the purpose of the overview of the scenario background for the patient in the SP simulation case template?
To provide context and details necessary for the simulation. ## Footnote This helps students understand the patient's situation.
33
What does the evaluation for the HPS simulation typically include?
An evaluation of a group as a team plus individual evaluations.
34
What form does the evaluation for the HPS simulation take?
A checklist to evaluate what the learner did or did not do during the simulation encounter.
35
What items are usually included in the evaluation checklist for HPS simulation?
* Communication * Physical examination * Patient teaching
36
How can the evaluation checklist for a simulation be designed?
As simple or complex as needed, based on the objectives of the simulation.
37
Who completes the checklist during the HPS simulation evaluation?
A faculty member who observes the simulation encounter.
38
What pedagogical method is increasingly being used in undergraduate nursing curricula?
Simulation use continues to spiral upward ## Footnote Adamson, Kardong-Edgren, and Willhaus (2013) highlight the effectiveness of simulation in education.
39
What is the need for measurement tools in simulation environments?
There is a substantial need for further development of reliable and valid measurement tools to assess student performance ## Footnote Measurement tools must be specifically designed for the simulation context.
40
What must be considered when selecting an evaluation instrument for simulations?
The instrument must be suitable to both the activity and the learner ## Footnote Stiller et al. (2015) emphasize careful consideration in instrument selection.
41
What is a crucial requirement for evaluation instruments in simulations?
Instruments must match the scenario and identify essential performance requirements ## Footnote This decreases subjectivity of the rater (Stiller et al., 2015).
42
What should faculty evaluate regarding simulation effectiveness?
Faculty should evaluate the effectiveness of the simulation case, students' satisfaction, and self-confidence levels ## Footnote This evaluation can occur pre- and post-simulation.
43
What was the outcome of the training for raters?
Training was effective with better inter- and intrarater reliability ratings than those without training.
44
What are the components evaluated in the SP simulation?
Physical examination, patient teaching, diagnosis, follow-up, and teamwork.
45
What determines the complexity of the evaluation checklist in SP simulation?
The level and type of health professions learner.
46
What is the primary form of evaluation in SP simulation?
Evaluation of an individual who participated in the simulation with the SP.
47
What can be incorporated if there is more than one participant in the SP simulation?
Team evaluation.
48
What is the usual format of the evaluation for SP simulation?
Checklist to evaluate what the learner did or did not do during the simulation encounter.
49
What items can be included in the evaluation checklist?
Communication and other relevant skills.
50
What happens after the SP simulation encounter is completed?
The learner and the SP meet for a one-on-one feedback session.
51
During the feedback session, what role does the SP take?
The SP is no longer acting and provides constructive feedback.
52
What is debriefing in the context of simulation?
An essential learning component that takes place following an HPS simulation experience.
53
Where does debriefing typically occur?
In a location near but separate from the simulation location.
54
What is the purpose of debriefing for students?
To analyze the events as they occurred and enhance future clinical decision-making and problem-solving skills.
55
What is a key aspect of debriefing?
Guided reflection directed by faculty.
56
List the essentials for a debriefing facilitator.
* Formal training in debriefing * Being present to observe the scenario * Selecting and using a specific model for debriefing * Facilitating guided reflection during the session.
57
What is the Plus/Delta Debriefing model used for?
Reflecting on what worked well and what could be improved ## Footnote This model encourages participants to identify positive aspects (Plus) and areas for change (Delta) in a given scenario.
58
Who developed the Debriefing with Good Judgement model?
Rudolph, Simon, Rivard, Dufresne, & Raemer ## Footnote This model emphasizes the importance of using good judgment during the debriefing process.
59
What is the focus of Debriefing for Meaningful Learning (DML)?
Facilitating deep learning and reflection ## Footnote DML emphasizes creating meaningful connections between simulation experiences and real-world applications.
60
What are the three components of the 3D Model of Debriefing?
Defusing, Discovering, Deepening ## Footnote This model outlines a structured approach to debriefing that enhances learning outcomes.
61
What should faculty facilitators consider when developing their debriefing skills?
Identify the most effective debriefing model ## Footnote It is important for facilitators to choose a model that aligns with their teaching style and the needs of their students.
62
What is virtual reality simulation?
A technology that creates an immersive illusion of being somewhere else ## Footnote Virtual reality simulation allows learners to engage in realistic scenarios using computer-generated environments.
63
What is a serious game in the context of virtual simulation?
An interactive virtual simulation for single or multiple users ## Footnote Serious games are designed to provide educational experiences through engaging gameplay.
64
What are serious games used for?
Learning purposes or evaluative purposes ## Footnote Serious games can enhance learning experiences and assess competencies.
65
What activities can take place in breakout rooms during virtual simulations?
* History taking * Interviews * Patient teaching * Patient assessment ## Footnote These activities allow for individualized learning experiences.
66
What role does faculty play during breakout room experiences?
Sending messages to remind learners of time left and notifications before the end of the experience ## Footnote This helps manage the simulation effectively.
67
What is the purpose of bringing learners back to the main meeting room after a simulation?
To have a group discussion or focused debriefing session ## Footnote This promotes reflection and consolidation of learning.
68
What should a simulation coordinator do when nursing learners practice vital signs incorrectly?
Provide guidance and correct the learners ## Footnote This response should be part of the orientation session.
69
How can difficult situations during the orientation session be prevented?
By preparing learners adequately and setting clear expectations ## Footnote This can help avoid confusion and mistakes.

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