Faculty members at the Gordon E. Inman College of Health
Sciences & Nursing are incorporating simulation into their
curriculum to satisfy multiple learning objectives. According
to Beth Hallmark, Director of Simulation, “we are working to
integrate interprofessional simulation throughout our curriculum.
Our goal is to actively involve physicians at bedside in at least
one scenario in each class.” Discussions are underway with
Nashville medical facilities that offer residency programs to
foster partnerships so residents may practice, in one-on-one
simulations, with nursing students within a year.
Nursing and drama department faculty members are
collaborating to develop a course to train non-drama majors
in character acting and moulage. These students would serve as
standardized patients in health sciences simulation and possibly
with the new Law School that will open in Fall 2011.
Some simulation training experiences occur in labs and some
replace traditional clinical hours. The labs house SimMan®,
SimBaby™, SimMan® 3G and VitalSim® manikins that are
used across the curriculum for training. A new lab for Health
Assessment and Obstetrics offers eight examination areas for
graduate and undergraduate students and a designated OB space
where the students work with the PROMPT Birthing Simulators
Beth Youngblood, Assistant Professor of Nursing, says faculty
loved using the PROMPT Birthing Simulator. “It’s nice to be able
to control delivery speed depending on student understanding.
In hybrid simulations, the ‘patient’ is a Labor and Delivery faculty
who understands the movements and progressions of labor.
Simulation manikins don’t mind – but real patients would – if you
take a ‘commercial break’ to re-direct students and change the
course of action based on new information. Simulation allows us
to identify near misses and actual mistakes, and creates a culture
Intensive immersion days offer multiple experiences
On “Super Simulation Saturdays,” using the PROMPT with
Interprofessional Obstetrics Training Scenarios, students
encounter a burst of low incidence/high risk situations including
umbilical cord prolapse, pre-term labor, shoulder dystocia, partial
placenta previa and more. Three students are paired with one
faculty member who plays the role of charge nurse and clinical
instructor. Students receive a quick patient report and then
intervene, followed by reporting, assessment and debriefing.
Students experience different scenarios and share what they
learn with each other.
Youngblood says, “Students love simulation and when asked,
‘have any of you taken care of real patients in these situations?’,
all of them say no. It allows them to experience things not seen
in the hospital.”
Never a ‘bad’ simulation,only opportunities to learn
“I tell faculty it’s OK to have lofty goals but to start small.
You can’t do a bad simulation. Even if faculty members
experience disappointment if the simulation didn’t go as
planned, you still learn from what happens,” Youngblood
continues. “There are three simulations: the one you envision, the
one you did and the one that you wish you did when you’re
thinking about it on the way home. You never do the same
one twice and, during debriefing with students, there’s always
something else to learn.”
Hallmark is also working with the newly formed Tennessee
Simulation Alliance and says their Executive Committee is
working to promote interprofessional training in accordance
with the new Institute of Medicine (IOM) report, The Future