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Board #231 - Program Innovation Engagement of Student Nurse Observers in the Simulation Experience: Strategies and Benchmarks (Submission #10021)

Objectives The current project seeks to enhance student learning across competency levels, while reducing the FTE equivalency in the simulation lab. Our project focus is to improve levels of student engagement in simulation student observers through activities and rubrics embedded within the simulation experience. At our facility, simulation is taught to bachelor nursing students as a progressive course on a weekly basis over four semesters. Our simulation lab is a non-traditional open classroom with student group sizes ranging from 10 to 20 per cohort. Simulation times vary from 25 to 30 minutes followed by a 30 minute debriefing session. Active participants function in the primary and secondary nurse roles with various student actors. The session is completed in real time with an audience of student observers. It has proved to be a significant challenge to keep student observers focused and attentive during a simulation scenario. Description Simulations at our college are provided as formative learning experiences for nursing students. Without being engaged in the activity, observing students are less likely to benefit from the overall learning objectives of the simulation. Several strategies have been introduced to improve engagement of observing students. Observers were further divided into teams and assigned specific tasks such as creating drug TACTIS cards, or by preparing information regarding specific diagnostic tests and labs. At any time, a team may be called on to provide information to the class if the participants became “stuck.” Rubrics were created with objectives to help guide observers. Benchmarking incorporated the graded rubrics and team assignment activities. Conclusion Engagement of student observers has increased since the introduction of objective-specific rubrics associated with grading. However, due to the high-frequency of exposure to simulation scenarios presented each semester, students can quickly revert towards previous levels of disengagement when rubrics are too generic and static. To encourage continued interest and engagement, different formats of rubrics have been incorporated to evaluate and challenge students. Utilization of these various learning activities and rubrics does encourage observers to engage in simulation scenarios without active participation. Increased engagement allows observers opportunities similar to active participants to develop situational assessment, critical thinking skills and discernment. This was evidenced by improved participation by providing constructive criticism and observation during the debriefing discussions. Reference 1. Riley, R. ed. Manual of Simulation in Healthcare. Oxford, NY: Oxford University Press, Inc.; 2008. Disclosures None