Simulation and Learning (INACSL) simulation standards and sources from the NLN were also provided by the Munson staff educator for use in learning and practicing facilitation and debriefing techniques. Week # Date Time Activities # of Hours 3 Monday, Jan. 27, 2014 9:00 am – 12:00 pm Prepared for facilitating at skills lab 3 Wednesday, Jan. 29, 2014 8:30 am – 12:00 pm Facilitated at critical care skills lab station pertaining to the analysis of arterial blood gases. 3.5 Wednesday, Jan. 29, 2014 12:00 pm – 4:30 pm Participated on interview committee for new critical care internship candidates 4.5 Thursday, Jan. 30, 2014 10:30 am – 3:30 pm Day 2 of interviews for new critical care internship candidates. Chose candidates after interviews were completed. 5 Saturday, Feb. 1, 2014 9:45 am – 11:15, 1:00 pm – 3:30 pm Finished compiling results of critical care content areas missed from pre and post BKAT scores. 4 Week 3 # of Hours 20 Cumulative Total Wks. 1-3 50 Week 3 Summary The third week of this practicum started with preparing for being a facilitator for one of the critical care skills labs. The skills labs are small group sessions with various stations set-up for critical care interns and nurses that have recently trained to critical care. They are held usually once a month and are separated by body systems. This particular lab was the pulmonary skills lab. My assigned station was on arterial blood gas (ABG) analysis. I had obtained some materials from my unit educator last week to help prepare for this lab. Per an email I received from one of the staff educators, each group was going to be at each station for about 30 minutes. Thus I spent several hours reviewing the computer based education that the newly trained critical care nurses get before attending the lab session. I also made copies from the Pass CCRN book of several questions related to ABG’s. I also made an outline of learning objectives, important
References Billings, D., & Halstead, J. (2009). Teaching in nursing: A guide for faculty (3rd ed.). Philadelphia, PA: W. B. Saunders. Center for Medical Simulation. (2013). Debriefing assessment for simulation in healthcare (DASH): Rater’s handbook. Retrieved from http://www.harvardmedsim.org/_media/DASH.handbook.2010.Final.Rev.2.pdf Jeffries, P. R., & Clochesy, J. M. (2012). Clinical simulations: An experiential, student-centered pedagogical approach. In D. Billings & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed.). (pp. 352-368). St. Louis, MO: Elsevier Saunders. National League for Nursing [NLN]. (2012). The scope of practice for academic nurse educators 2012 revision. NY: Author. Saunders, R. (2003). Constructing a lesson plan. Journal for Nurses in Staff Development, 19(2), 70-80. Shellenbarger, T. & Edwards, T. (2012). Nurse educator simulation: Preparing faculty for clinical nurse educator roles. Clinical Simulation in Nursing, 8(6), 249-255. doi:10.1016/j.ecns.2010.12.006 Toth, J. (2008). The basic knowledge assessment tool, version eight (BKAT-8): For adult critical care nursing. Retrieved from http://www.bkat-toth.org/BKAT-8.html.
would be one of my teaching lessons that I would plan and deliver to work towards my clinical project goal of implementing at least two lessons into the existing educational materials. Once my preceptor and I established a time and date that we felt would work well with orientation, I facilitated getting the simulation lab secured for this learning activity. I also began gathering materials to help me in not only designing the simulation activity, but also in evaluation of the activity and our learning outcomes. I utilized a teaching outline that the staff development and simulation coordinator sent to me, in order to begin writing my teaching plan for the simulation. Insights/Discoveries/Reflection Overall, I felt quite productive this week. To start, I enjoyed attending the Nurse Practice Council meeting and hearing more about was going on organizationally. Although I had not included roles and activities such as this in my practicum planning guide, I did hope that I would have opportunities to gain competency in the change agent and leadership role for the nursing professional development specialist. I believe attending this meeting and volunteering to serve on the subcommittee for modifications to the professional practice model has been beneficial in gaining competency in these roles. It was also really beneficial to gain a better perspective of how the organization functions and how different projects have an impact throughout the organization. I liked being able to meet new people, especially those names that I recognized, and see how they performed their role. Finally, I also thought it was important to see the way communication flowed in the meeting, how the meeting was facilitated, and how people’s opinions were valued. For example, one important item that was on the agenda for the meeting was about determining informational technology priorities for the next fiscal year. Various people discussed their feelings on the topic and the committee came to the conclusion that the focus would be on not bringing any new projects forward but just focusing on the issues currently being tackled. I felt this was an important decision because requests for information technology changes has been taking quite a bit of time and instead of