P87 Increasing ward management skills for final year pre-registration children's nursing students through high fidelity ward simulation. (31st December 2017)

• Record Type: Journal Article
• Authors: Frampton, G; George, L; Flood, Y; Vincent, L
• Is Part Of: BMJ simulation & technology enhanced learning. Volume 3(2017)Supplement 2
• Page Start: A81
• Page End: A82
• Publication Date: 2017-12-31
• Subjects: Medicine -- Simulation methods -- Periodicals; Medical innovations -- Periodicals; 610.113
• DOI: 10.1136/bmjstel-2017-aspihconf.166
• Languages: English
• ISSNs: 2056-6697

Abstract

Abstract : Within the Pre-Registration Children's Nursing curriculum at Keele University, considerable emphasis is placed on leadership and management within the third year of training, to facilitate entry onto the Nursing and Midwifery Council Register, which requires the newly qualified children's nurse to "safely lead, co-ordinate and manage care" (Nursing and Midwifery Council, 2010, p. 120). A half-day ward simulation was developed to provide nursing student's with a safe, realistic environment to practice leadership and management skills and to prepare them for the realities of clinical practice as newly-qualified staff nurse. The aim of the high fidelity simulated activity was to expose nursing students to the challenges and complexities of ward management, along with increasing their knowledge and skills of effective collaborative working, communication and critical thinking, whilst maintaining a safe environment. Supported by (Kolb's Experiential Learning theory, 1984), the high fidelity ward simulation was developed based on the realities of children's nursing practice and was designed to mimic a 'real' children's ward. Four patient scenarios were developed and a combination of simulated patients/parents and simulator manikins were used to increase fidelity. Children's nursing faculty staff were provided with scripted time-lines and acted as parents, and pre-programmed simulator manikins, such as SimJunior, were used a patients. All students completed a ward management taught session, one week prior to the simulation and were provided with the intended learning outcomes along with a short brief of the activity. Between 3 and 5 students participated in each simulation activity and were assignment specific roles. Immediately after the simulation activity, all participants were involved in a structured debrief. Informal post experience feedback from the student nurses participating in the simulated activity evaluated that it was a positive, valuable learning experience. Key learning points highlighted were increased levels of confidence in problem solving, leadership and communication skills, recognition of the importance of collaborative team working to ensure safe care of a case load of patients, the challenges of time management, prioritisation and delegation, and an appreciation of the complexity of ward management. The Ward Simulation activity provided students with a 'safe' ward management opportunity whereby a range of skills were learned and/or enhanced, and areas for development could be identified. The structure and format of the day could be utilised with all fields of nursing and opportunities could be taken to offer this activity from a range of perspective e.g., community care. References: . Kolb D. Experiential learning 1984. New Jersey: Prentice Hall. . Nursing and Midwifery Council. Standards for pre-registration nursing education 2010. London: NMC.