Abstract
Background Critical care units are often utilized during a capstone clinical experience to enhance critical thinking and reasoning. Student preparation for these rotations, however, is varied and often inadequate, leading to incapacitating fear and anxiety, which interferes with learning. Methods Prior to the capstone experience, students are engaged in three simulation experiences. Objectives focus on providing care for critical care patients who are intubated patient with invasive hemodynamic monitoring, have high flow oxygen delivery and chest tubes, and with variable EKG interpretations affecting physiologic presentation. Faculty engage students into the simulations, while modeling confidence and performance of a critical care nurse. This model is consistent with the theories of Experiential Learning and Deliberate Practice. Findings Prior to the simulation, students voice significant anxiety and fear of the critical care environment. At the conclusion of the capstone rotation, student reflections reveal the simulation experience allowed time and safety to critically think regarding critical care patients. Increased confidence improved self-assurance associated with responsibilities of a critical care nurse, encouraging greater attention to critical thinking and reasoning of higher acuity patients. Conclusion The use of critical care simulation decreases fear and anxiety prior to a critical care capstone clinical experience. Diminishing incapacitating feelings provides less restriction for critical thinking and reasoning. Mindfully constructed simulations with clear objectives help to inoculate the student against fears associated with a cohort population. Therefore, students are better able to engage in both experiential and deliberate learning, resulting in a more enhanced and meaningful clinical experience.
Sigma Membership
Unknown
Lead Author Affiliation
International Nursing Association for Clinical Simulation and Learning (INACSL)
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Clinical Simulation, Capstone, Critical Care
Recommended Citation
Smallheer, Benjamin A.; Hunt, Jennifer D.; and Smith, Judson R., "Use of a Critical Care Simulation as Preparation for Capstone Clinical Experiences" (2016). General Submissions: Presenations (Oral and Poster). 114.
https://www.sigmarepository.org/gen_sub_presentations/2016/presentations/114
Conference Name
INACSL Conference
Conference Host
International Nursing Association for Clinical Simulation and Learning
Conference Location
Grapevine, Texas, USA
Conference Year
2016
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Use of a Critical Care Simulation as Preparation for Capstone Clinical Experiences
Grapevine, Texas, USA
Background Critical care units are often utilized during a capstone clinical experience to enhance critical thinking and reasoning. Student preparation for these rotations, however, is varied and often inadequate, leading to incapacitating fear and anxiety, which interferes with learning. Methods Prior to the capstone experience, students are engaged in three simulation experiences. Objectives focus on providing care for critical care patients who are intubated patient with invasive hemodynamic monitoring, have high flow oxygen delivery and chest tubes, and with variable EKG interpretations affecting physiologic presentation. Faculty engage students into the simulations, while modeling confidence and performance of a critical care nurse. This model is consistent with the theories of Experiential Learning and Deliberate Practice. Findings Prior to the simulation, students voice significant anxiety and fear of the critical care environment. At the conclusion of the capstone rotation, student reflections reveal the simulation experience allowed time and safety to critically think regarding critical care patients. Increased confidence improved self-assurance associated with responsibilities of a critical care nurse, encouraging greater attention to critical thinking and reasoning of higher acuity patients. Conclusion The use of critical care simulation decreases fear and anxiety prior to a critical care capstone clinical experience. Diminishing incapacitating feelings provides less restriction for critical thinking and reasoning. Mindfully constructed simulations with clear objectives help to inoculate the student against fears associated with a cohort population. Therefore, students are better able to engage in both experiential and deliberate learning, resulting in a more enhanced and meaningful clinical experience.