Clinical Simulation Laboratories: The Disconnect Between Their Application In Academic And Continuing Education Environments

Shane Keene; Randy L. Byington; Caitlin Carney; Vickie Carver

摘要

Widely used in the academic preparation of respiratory therapists, the purpose of this study was to determine what factors deter the use of clinical simulation labs for continuing education of respiratory therapists in hospitals in Northeast Tennessee and Southwest Virginia. Using survey methodology, the project evaluated the perceptions of leaders in health care administration regarding the use of clinical simulation labs to determine if their opinions differed from those of respiratory therapists. The findings of this study indicate that respiratory therapists prefer to be engaged in learning activities provided for their continuing education, and that they believe that clinical simulation laboratories are a valuable technique that enhances their learning. While no differences were found between administrators and therapists regarding the awareness of the use of simulation lab training (alpha=.05, p=.589), administrators indicated significantly stronger beliefs regarding the efficacy of simulation lab training than did respiratory therapists (alpha= .05, p=.026). Surprisingly, administrators ranked the efficacy of simulation laboratory training higher than did respiratory therapists. The administrators responding have moved beyond the awareness stage of change and are actively engaged in evaluating the feasibility of providing training using this emerging technology. INTRODUCTION Technology has permeated most, if not all, societal institutions. Education is no exception and the use of technology in teaching has proven to be a viable method to enrich learning. Academic medical centers across the nation provide students with opportunities for scenario based learning real-time environments. These experiences often include clinical simulation laboratories with computer-based scenarios that replicate human pathology or the impact of trauma on the body. This interactive learning model has proven successful in academic medical centers and facilitates the integration of theory and practice without any potential harm to human life.For example, nursing faculty at the University of Maryland-Baltimore use clinical simulations as a method to enhance learning. Researchers reported that these human simulation experiences provided nursing students with opportunities to improve patient management skills as well as improving nursing performance as part of an interdisciplinary healthcare team (Larew, Lessans, Spung and Foster, 2006).Gordon, Oriol, and Cooper (2004) reported that the use of human simulation provided an opportunity for medical students to practice medicine without risk to patients. The authors stated that “high-fidelity patient simulators--full body mannequin-robots that breathe, talk, blink, and respond like a real person--promise to play a revolutionary role in undergraduate medical education (p. 24).” Background There are several reasons why the use of a clinical simulation laboratory could become an important part of competency and continuing education of clinical staff in healthcare facilities. Currently, if there are no simulation labs available for education the staff must rely on real-life patient clinical scenarios to learn or expand their patient care knowledge. Unfortunately, too often, clinical staff learns from their mistakes. Clinical simulation lab scenarios can mimic situations that are life threatening and then provide healthcare practitioners the opportunity to react and learn without the fear of failure or death. After each scenario debriefings can be used to evaluate the decisions made leading to a collaborative effort to review the correct path for patient treatment. These debriefings should result in better outcomes and increased skill and competency levels of the participating staff.Society could benefit from healthcare staff using clinical simulation laboratories because it could produce a more confident, competent, and prepared health care worker. Healthcare facilities market image-based products that pr

机译：这项研究被广泛用于呼吸治疗师的学术准备中，目的是确定哪些因素阻碍了临床模拟实验室在田纳西州东北部和西南弗吉尼亚州的医院继续接受呼吸治疗师的教育。该项目使用调查方法，评估了卫生保健管理负责人对使用临床模拟实验室的看法，以确定他们的观点是否与呼吸治疗师的观点不同。这项研究的结果表明，呼吸治疗师更喜欢从事为其继续教育而提供的学习活动，并且他们相信临床模拟实验室是提高他们的学习水平的宝贵技术。尽管在管理员和治疗师之间对使用模拟实验室培训的意识方面没有发现差异（alpha = .05，p = .589），但是管理员表示，对模拟实验室培训的有效性的信念比呼吸治疗师要强得多（alpha = .05，p = .026）。出乎意料的是，管理人员将模拟实验室培训的功效评为高于呼吸治疗师。做出响应的管理员已经超越了变革的意识阶段，并积极参与评估使用这种新兴技术提供培训的可行性。简介技术已经渗透到大多数（如果不是全部）社会机构中。教育也不例外，在教学中使用技术已被证明是丰富学习的可行方法。全国各地的学术医学中心为学生提供了基于情景的实时学习环境的机会。这些经验通常包括临床模拟实验室，这些实验室具有基于计算机的方案，该方案可以复制人体病理学或外伤对人体的影响。这种交互式学习模型在学术医学中心被证明是成功的，并且可以促进理论和实践的融合，而不会对人类生命造成任何潜在的危害。例如，马里兰大学巴尔的摩分校的护理系使用临床模拟作为一种增强学习的方法。研究人员报告说，作为跨学科医疗团队的一部分，这些人类模拟经验为护理专业学生提供了改善患者管理技能以及改善护理绩效的机会（Larew，Lessans，Spung和Foster，2006年）.Gordon，Oriol和Cooper（2004年））报告说，使用模拟技术为医学生提供了一个实践医学的机会，而不会给患者带来风险。这组作者说：“高保真患者模拟器-像人体一样呼吸，说话，眨眼和做出反应的全身人体模型机器人-有望在本科医学教育中发挥革命性作用（第24页）。”背景技术使用临床模拟实验室可能成为医疗机构中临床人员的能力和继续教育的重要组成部分，原因有很多。当前，如果没有可用于教育的模拟实验室，则工作人员必须依靠现实生活中的患者临床情况来学习或扩展其患者护理知识。不幸的是，临床人员常常会从错误中吸取教训。临床模拟实验室场景可以模拟威胁生命的情况，然后为医疗保健从业人员提供机会进行反应和学习，而不必担心失败或死亡。在每种情况下，都可以通过汇报来评估做出的决定，从而做出协作，以复查患者治疗的正确路径。这些汇报会带来更好的结果，并提高参与人员的技能和能力水平。社会可以从使用临床模拟实验室的医护人员中受益，因为它可以培养出更加自信，胜任和有准备的医护人员。医疗机构销售基于图像的产品

Clinical Simulation Laboratories: The Disconnect Between Their Application In Academic And Continuing Education Environments

摘要

著录项

相似文献

相关主题

期刊订阅