Celeste M. Alfes

Critical Care Transport Training: New Strides in Simulating the Austere Environment

The air medical transport arena requires the practitioner to develop clinical and diagnostic reasoning abilities to manage the dynamic needs of the patient in unstructured, uncertain, and often unforgiving environments. High-fidelity simulation can be instrumental in training interprofessional flight teams to improve competency through quality and safe patient care during medical transport that may otherwise take years to learn because of the inconsistency in real-world experiences. Because of the suboptimal circumstantial conditions inherent to critical care transport, a helicopter simulator designed to discretely replicate the phases of flight and train teams in air medical transport scenarios has been developed at the Dorothy Ebersbach Academic Center for Flight Nursing at the Frances Payne Bolton School of Nursing in Cleveland, OH. The goal is to prepare interdisciplinary critical care transport flight teams in collaborative practice, research, and leadership through measurable and highly structured learning activities.

Virtually Nursing: Emerging Technologies in Nursing Education.

Augmented reality and virtual simulation technologies in nursing education are burgeoning. Preliminary evidence suggests that these innovative pedagogical approaches are effective. The aim of this article is to present 6 newly emerged products and systems that may improve nursing education. Technologies may present opportunities to improve teaching efforts, better engage students, and transform nursing education.

Standardized Patient Versus Role-Play Strategies: A Comparative Study Measuring Patient-Centered Care and Safety in Psychiatric Mental Health Nursing

&NA; Nursing faculty traditionally use role‐play to demonstrate mental health behaviors. However, until students interact with a mental health patient, they may not know what to expect. Standardized patient (SP) interactions can be used to overcome this challenge. This study compared pre‐licensure nursing students’ knowledge, attitudes, and self‐efficacy following a sequence of psychiatric mental health role‐play and SP experiences. Results suggest that the order of teaching strategies (role‐play first versus SP interaction first) does not significantly impact student knowledge, attitude, or self‐efficacy. However, student scores improved in all categories after the second experience.

Emergency Patient Handoffs: Identifying Essential Elements and Developing an Evidence-Based Training Tool

BACKGROUND Patient handoffs between care teams have been recognized as a major patient safety risk due to inadequate exchange or loss of critical information, especially during emergent patient transfers. The purpose of this literature review was to identify the essential elements of effective patient handoffs in emergency situations to develop a standardized tool to support a structured patient handoff procedure capable of guiding education and training. METHOD A literature search of handoff procedures and patient transfers was conducted using the Cumulative Index to Nursing and Allied Health Literature and PubMed between 2008 and 2015. RESULTS Two global themes were identified-Crew Interactions, and Essential Data Elements-resulting in a tool containing 30 objective and five subjective items. CONCLUSION Through the literature review, synthesis, and workgroup consensus, we developed a standardized tool to guide standardized education, training, and future inquiry in prehospital and emergent patient handoffs. J Contin Educ Nurs. 2018;49(1):34-41.

Flying Lessons for Clinicians: Developing System 2 Practice

There is a long history of adopting lessons learned from aviation to improve health care practice. Two of the major practices that have successfully transferred include using a checklist and simulation. Training and simulation technology is currently underdeveloped for nurses and health care providers entering critical care transport. This article describes a pedagogical approach adopted from aviation to develop a new simulation platform and program of research to develop the science of critical care transport nursing education.

Interprofessional Flight Camp Attracts 29 Graduate Nurses From Puerto Rico

The Dorothy Ebersbach Academic Center for Flight Nursing in Cleveland, OH, holds an annual flight camp designed for masters degree nursing students in the acute care nurse practitioner program, subspecializing in flight nursing at the Frances Payne Bolton School of Nursing at Case Western Reserve University. The weeklong interprofessional training is also open to any health care provider working in an acute care setting and focuses on critical care updates, trauma, and emergency care within the critical care transport environment. This year, 29 graduate nursing students enrolled in a masters degree program from Puerto Rico attended. Although the emergency department in Puerto Rico sees and cares for trauma patients, there is no formal trauma training program. Furthermore, the country only has 1 rotor wing air medical transport service located at the Puerto Rico Medical Center in San Juan. Flight faculty and graduate teaching assistants spent approximately 9 months planning for their participation in our 13th annual flight camp. Students from Puerto Rico were extremely pleased with the learning experiences at camp and expressed particular interest in having more training time within the helicopter flight simulator.

NLN's Simulation Leaders Give SIRC Bibliography Site a Makeover

doi: 10.5480/12-906.1A group of National League for Nursing (NLN) simulation lead- ers, members of the 2011-2012 NLN Simulation Leader Group, has worked on a project to organize the Annotated Bibliography section of the NLNs Simulation Innovation Resource Center (SIRC). The SIRC bibliography offers annotations of publications that report on simula- tion topics. These useful descriptions help guide faculty who are look- ing for quality simulation sources to investigate.Having used these resources when submissions were catego- rized by author only, the simulation leaders felt it would be benefi- cial to develop descriptive categories in which articles are classified, searched, and submitted. During a yearlong period, this group of seven simulation leaders organized more than 170 annotated bibliographies, identified and defined eight categories, and worked with the NLNs webmaster to ensure appropriate classification of future submissions.When the group of seven simulation leaders first met, their ini- tial objective was to make the annotated bibliography list more useful to nurse faculty, practitioners, and researchers by creating categories for the annotated bibliographies already posted on the SIRC website. Each member was assigned a group of bibliographies to review and classify according to content. More than 20 different categories were originally identified. These categories were then condensed to eight, and definitions for each category were created. The categories and descriptions are listed below.CATEGORIES AND DESCRIpTIONSReview ArticlesReview articles contain material about the current state of knowledge regarding simulation and may include literature reviews, meta-analy- sis, meta-synthesis, and integrative reviews.Curriculum IntegrationThese articles discuss the structuring of simulation activities across a program of study in order to assist students in meeting established learning outcomes. Activities covered are areas such as patient safety, standards of practice, and learning theories.InterprofessionalInterprofessional articles are about members of two or more health care professions learning simultaneously and interactively in a simu- lated setting.learning outcomesThese articles cover what learners will know or be able to do as a result of a simulated learning activity in areas such as critical thinking, clini- cal judgment, or competency testing.Faculty DevelopmentFaculty development encompasses a broad range of programs or activ- ities that help develop the use of simulation as a teaching/learning strategy; specifically, programs/activities that may enhance teaching and learning, research and scholarly activity, leadership and manage- ment, the development of new simulations, or studies of the history of simulation.SpecialtiesSpecialties are those simulations outside the adult medical-surgical setting. For example, there may be a focus on critical care, pediatrics, OB/GYN, psych-mental health, community health, geriatrics, or end- of-life care.DebriefingDebriefing covers re-examining and reflecting upon learning in order to assimilate the learning experience. These articles discuss debriefing methods, styles, quality, or the facilitators approach.Teaching ModalitiesTeaching modalities are methods used by instructors to present mate- rials or conduct instructional activities using simulation. Examples include case studies, role-play, computer-based simulation, or stan- dardized patients.The leader groups review of annotated bibliographies has aided in identifying areas in which the current research in simulation is saturated as well as areas lacking in sufficient research. …