(57) Senior Nursing Students Multi-Patient Simulation Experience

Abstract: Senior Nursing Students Multi-Patient Simulation Experience
Abstract

Introduction: A curricular assessment identified that senior nursing students lacked multi-patient experiences in both clinical and simulation prior to transitioning into professional practice. Theoretical Frameworks: The Novice to Expert Theory as modified by Patricia Benner, the NLN/Jeffries’s Simulation Theory and QSEN Framework guided the project.

Description: A simulated multi-patient assignment was created utilizing Laerdal and NLN products transforming the school of nursing simulation lab into a Med/Surg/Tele unit. Senior nursing students completed a 3-hour, multi-patient simulation experience. Students accessed patient charts via an online platform one week prior to research patient information and completed an ATI blood administration module. Student roles included RN Preceptor, New Graduate RN, CNA, and standardized patient (SP). Faculty roles included prebriefing and debriefing students, and assuming positions of charge nurse, blood bank, MD, transport, and respiratory therapist. Opportunities for delegation, prioritization, and teamwork and collaboration strategies were embedded throughout the simulation. All students completed a simulation evaluation tool post- experience. Target Population and Setting: The targeted population was senior level nursing students in a 2 year RN Diploma program during the final course, Transition to Contemporary Nursing.

Results: Student clinical simulation evaluations were reviewed and comments examined 2021-2022. Themes identified from the multi-patient simulation experience included positive student responses with increased confidence in complex multi-patient assignments, delegation, safety, communication and prioritization. Discussion and

Conclusion: Educators have an opportunity to bridge gaps by creating innovative and complex simulation experiences, preparing senior nursing students to transition into professional practice.