Bridging burn care education with modern technology, an integration with high fidelity human patient simulation. Issue 5 (August 2018)

• Record Type: Journal Article
• Authors: Reeves, Patrick T.; Borgman, Matthew A.; Caldwell, Nicole W.; Patel, Leela; Aden, James; Duggan, John P.; Serio-Melvin, Maria L.; Mann-Salinas, Elizabeth A.
• Is Part Of: Burns. Volume 44:Issue 5(2018)
• Page Start: 1106
• Page End: 1129
• Publication Date: 2018-08
• Subjects: HFHPS high fidelity human patient simulation -- ABA American Burn Association -- ABLS Advanced Burn Life Support -- NLN National League of Nursing -- EPQ Educational Practices Questionnaire -- SDS Simulation Design Scale -- SSSCL Student Satisfaction and Self-Confidence in Learning scale; Burns -- High fidelity human patient simulation -- Advanced Burn Life Support; Burns and scalds -- Periodicals; 617.11
• DOI: 10.1016/j.burns.2018.02.007
• Languages: English
• ISSNs: 0305-4179

Abstract

Highlights: When comparing ABLS-Sim to ABLS Live, the ABLS-Sim group demonstrated a higher written post test score (p < 0.01). This simulation model was easily integrated into traditional ABLS curriculum and was replicable throughout the hospital. This active learning experience enriched psychomotor, critical thinking, and cognitive skills progression of participants. The success of this model was supported by increased objective performance and subjective self-responded confidence levels. Abstract: Objective: The Advanced Burn Life Support (ABLS) program is a burn-education curriculum nearly 30 years in the making, focusing on the unique challenges of the first 24 h of care after burn injury. Our team applied high fidelity human patient simulation (HFHPS) to the established ABLS curriculum. Our hypothesis was that HFHPS would be a feasible, easily replicable, and valuable adjunct to the current curriculum that would enhance learner experience. Methods: This prospective, evidenced-based practice project was conducted in a single simulation center employing the American Burn Association's ABLS curriculum using HFHPS. Participants managed 7 separate simulated polytrauma and burn scenarios with resultant clinical complications. After training, participants completed written and practical examinations as well as satisfaction surveys. Results: From 2012 to 2013, 71 students participated in this training. Simulation (ABLS-Sim) participants demonstrated a 2.5% increase in written post-test scores compared to traditional ABLS Provider Course (ABLS Live) (p = 0.0016). There was no difference in the practical examination when comparing ABLS-Sim versus ABLS Live. Subjectively, 60 (85%) participants completed surveys. The Educational Practice Questionnaire showed best practices rating of 4.5 ± 0.7; with importance of learning rated at 4.4 ± 0.8. The Simulation Design Scale rating for design was 4.6 ± 0.6 with an importance rating of 4.4 ± 0.8. Overall Satisfaction and Self-Confidence with Learning were 4.4 ± 0.7 and 4.5 ± 0.7, respectfully. Conclusions: Integrating HFHPS with the current ABLS curriculum led to higher written exam scores, high levels of confidence, satisfaction, and active learning, and presented an evidenced-based model for education that is easily employable for other facilities nationwide.