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Preface | p. xiii |
Contributors | p. xvii |
Foundations | p. 1 |
History of Simulation in Nursing | p. 3 |
Factors Influencing the Use of Simulation | p. 3 |
The Continuum of Simulation | p. 8 |
Conclusion | p. 19 |
A Synthesis of Theory and Nursing Research Using High-Fidelity Patient Simulation | p. 27 |
Theoretical Frameworks Used in Nursing Simulation | p. 27 |
Nursing Research Involving High-Fidelity Patient Simulation | p. 29 |
Recommendations for Future Nursing Research | p. 51 |
Conclusion | p. 53 |
Setting up a Simulation Program | p. 57 |
Developing and Implementing a Simulation Program: Baccalaureate Nursing Education | p. 59 |
The BYU Experience: Planning and Integration | p. 61 |
Suggestions for Successful Implementation | p. 65 |
BYU Evolution and Future Plans | p. 73 |
Developing and Implementing a Simulator Program: Associate Degree Nursing Education | p. 75 |
Environmental and Space Concerns | p. 75 |
Progress with Environmental and Space Concerns | p. 77 |
Faculty Education and Simulator Use | p. 79 |
Planning for a Second Set of Triplets | p. 80 |
Initial Costs | p. 82 |
Ongoing Costs | p. 84 |
Maintenance | p. 84 |
Student Involvement | p. 84 |
Evolution and Future Plans | p. 85 |
Graduate Nurse Anesthesia | p. 87 |
Introduction | p. 87 |
Enhancing Patient Safety | p. 88 |
Nurse Anesthesia Program Use of Simulated Learning | p. 90 |
Valid Outcome Measures/Evaluation Plans | p. 91 |
Clinical Simulation Consortia | p. 92 |
Role of Accreditation Agencies Related to Simulated Activities | p. 93 |
Simulation in Continuing Education and Credentialing | p. 94 |
Simulation in a Nurse Anesthesia Curriculum | p. 95 |
Summary | p. 104 |
Statewide Nursing Simulation Program | p. 115 |
Introduction | p. 115 |
Background: Statewide Nursing Simulation Program | p. 117 |
Staffing | p. 118 |
Equipment | p. 121 |
Environment and Space Considerations | p. 127 |
Evolution and Future Direction | p. 130 |
Creating an Interdisciplinary Simulation Center | p. 133 |
Introduction | p. 133 |
Identifying the Need | p. 133 |
Identifying Stakeholders | p. 134 |
Establishing Goals | p. 137 |
Faculty Selection | p. 138 |
Faculty Development | p. 140 |
Curriculum Development | p. 142 |
Going Forward | p. 146 |
An Interdisciplinary Simulation Training and Education Program for an All-Hazards Response | p. 149 |
Introduction | p. 149 |
Center for Public Health Preparedness | p. 149 |
The Center for Public Health Preparedness at Burlington County College | p. 150 |
Planning: The Road to Preparedness | p. 151 |
What Are Simulators? | p. 154 |
Simulation Resource Management | p. 156 |
See How It Runs | p. 159 |
A Nurse Is a Nurse Is a Nurse...Not! | p. 162 |
Future Directions | p. 163 |
Hospital-Based Competency Development | p. 167 |
Planning | p. 167 |
Number and Types of Personnel for Staffing | p. 170 |
Faculty Education | p. 173 |
Developing Scenarios | p. 176 |
Costs | p. 176 |
Environmental/Space Concerns | p. 179 |
Maintenance | p. 180 |
Involving Learners | p. 181 |
Continuing Education | p. 182 |
Evolution and Future Plans | p. 182 |
Acknowledgments | p. 185 |
Developing and Implementing Scenarios | p. 187 |
Baccalaureate Nursing Education | p. 189 |
Incorporating Simulation into the Curriculum | p. 190 |
Development of Clinical Scenarios | p. 192 |
Orientation to High-Fidelity Patient Simulation | p. 197 |
Methods of Presenting the Scenario | p. 198 |
Evaluation of Clinical Scenarios | p. 201 |
Faculty Development | p. 201 |
Summary | p. 202 |
Student Version of the Scenario of the Patient with a Cardiac Condition | p. 205 |
Facility Version of the Scenario of the Patient with a Cardiac Condition | p. 207 |
Associate Degree Nursing Education | p. 211 |
Place of Simulation in the Curriculum | p. 211 |
Evaluating the Student Using Simulation | p. 212 |
Identifying the Topic of the Scenario | p. 213 |
Why and How the Scenario Was Developed | p. 214 |
The Implementation Process | p. 215 |
Successes and Challenges | p. 217 |
Use of Simulation Using Different Levels of Fidelity | p. 218 |
Student Evaluations for the Simulation Experience | p. 218 |
Future Changes | p. 219 |
Advice for Faculty Who Want to Replicate the End-of-Life Scenario | p. 220 |
End-of-Life Scenario | p. 221 |
Preparation for Patient Scenario | p. 222 |
Skills Required to Prepare for the Scenario | p. 222 |
Scenario Outline | p. 223 |
Debriefing | p. 226 |
Equipment Setup | p. 227 |
Scenario Background | p. 228 |
Acute Care for Advanced Practice Nurses | p. 233 |
Selecting a Learning Scenario | p. 234 |
Determining a Framework for Problem Solving | p. 237 |
Scenario Development | p. 247 |
Student Preparation for Simulation | p. 259 |
Implementing the Simulation | p. 261 |
Optimizing the Simulation Environment | p. 263 |
Maintaining a State-of-the-Art Simulation Lab | p. 268 |
Challenges in Acute Care Advanced Practice Simulation | p. 269 |
Regional Nursing Simulation Program | p. 273 |
Statewide Collaboration | p. 273 |
Regional Collaboration | p. 274 |
Use of Collaboration to Develop Specific Scenarios | p. 275 |
Ensuring an Effective Simulation | p. 298 |
Hyperglycemia Protocol (Subcutaneous Insulin Orders) | p. 299 |
Interdisciplinary Simulation Center | p. 303 |
The Hospital-Based Interdisciplinary Simulation Center: Simulation for Practitioners | p. 304 |
The Academic-Based Interdisciplinary Simulation Center: Simulation for Students | p. 305 |
Interdisciplinary Infused High-Fidelity Clinical Simulation Scenarios | p. 305 |
Summary | p. 321 |
Planning and Creating a Scenario: The Institute of Technical Education Experience | p. 323 |
Identifying Developers | p. 323 |
Identifying Learners | p. 324 |
Identifying Learning Needs | p. 325 |
Identifying Learning Objectives | p. 325 |
Scenario Crafting | p. 327 |
Storyboarding | p. 332 |
Conclusion | p. 339 |
Simulation in the Hospital Setting | p. 341 |
Targets for Scenario or Course Development for Professional Nurses | p. 342 |
Developing Scenarios for Use within a Professional Nursing Simulation Course | p. 343 |
Scenario QuickView Tool | p. 350 |
The Development Triangle Tool | p. 350 |
Alpha Testing and Instructor Preparation | p. 356 |
Beta Testing: Scenario Flow and Final Content Validation | p. 358 |
Final Development Phase: Is The Scenario Ready for Use? | p. 358 |
Conclusion | p. 358 |
Simulation Scenario: Hemolytic Blood Transfusion Reaction in The Acute Care Hospital Setting | p. 363 |
Student Level: Entry Level Professional Nurse (Orientation) to Experienced RN (Competency) | p. 363 |
Facilitated Debriefing | p. 369 |
Historical Origins of Debriefing | p. 370 |
Importance of Debriefing | p. 370 |
Effective Debriefing Techniques | p. 378 |
The Process of Verbal Debriefing | p. 381 |
Summary | p. 384 |
A Curriculum for the Pre-licensure Nursing Program | p. 387 |
Challenges Facing Nursing Education | p. 388 |
Pattern Recognition and Learning | p. 389 |
Simulation as a Teaching Strategy to Address These Challenges | p. 391 |
The Program for Nursing Curriculum Integration | p. 391 |
Simulation Across the Curriculum | p. 394 |
Conclusion | p. 402 |
Evaluation | p. 405 |
The Evaluation Plan and Process | p. 406 |
Setting Up an Evaluation Plan | p. 408 |
Objectives/Information | p. 413 |
Problem Solving (Complexity) | p. 415 |
Student Support (Cueing) | p. 415 |
Debriefing (Guided Reflection) | p. 416 |
Evaluation Instrument | p. 417 |
Evaluating the Implementation of the Simulation | p. 418 |
Evaluating Student Learning Outcomes When Implementing Simulations | p. 418 |
Summary | p. 421 |
The Future | p. 425 |
Using High-Fidelity Patient Simulation: What Does the Future Hold? | p. 427 |
Index | p. 433 |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.