HPSN Medical Mile

Sim Center Management

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Comprehensive Sim Training

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This unique presentation workshop will be more of an open forum-style conversation with our fellow Simulationists on how we here at the University of Michigan-Flint (UM-Flint) market or advertise our Simulation Center (Center for Simulation and Clinical Innovation) to faculty, current students, future (prospective) students, prospective donors, and outside entities. We will review the advantages and disadvantages of paid advertisements, including direct mail, digital communications, and banners. We will also discuss what we have done here at UM-Flint for recruitment and donor relations purposes, including recording, posting, and hosting, videos, virtual tours, and equipment Introduction videos.

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SimGeeks, aka William Belk and David Shablak will be presenting a keynote address based on their experience of using the podcast format and the power of networking in simulation. In today’s world, networking is a necessity. Research shows that professional networks lead to greater job and business opportunities, broader and deeper subject knowledge, improved capacity for innovation, and faster career advancement. Building professional relationships also improves quality of work and increases job satisfaction.

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Simulation-based medical education (SBME) is often delivered as a one-size-fits-all with no clear guidelines for personalizing it to achieve optimal performance. This presentation is intended to introduce a novel learning management system, PREPARE, which has been designed to streamline the simulation program evaluation and curricular improvement by aligning learning objectives, scenarios, assessment metrics, and data collection. PREPARE can also help integrate standardized set of multimodal data and measures collected and derived by the platform (self-report, observational, and neurophysiological) to allow for comprehensive examination of learning during simulations. Preliminary results achieved using the platform demonstrated an inverse relationship between performance and changes in learner heart rate relative to baseline. Standardization is important to future applications and could promote development of machine learning-based approaches to predict knowledge and skill acquisition, maintenance, and decay, for personalizing SBME for a broad population of healthcare professionals.

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With CAE Healthcare and DiaMedical USA

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Can Simulation provide an alternative experience to nursing students, help prepare them for bedside care, increase clinical judgment and achieve course learning outcomes? A retrospective pilot study investigates a carefully constructed group activity designed to enhance collaborative learning by way of role-playing is a valuable tool to not only develop and practice interpersonal skills but also to engage students with an authentic audience in which representation of knowledge is essential to further construction of knowledge and for developing clinical reasoning.

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Supported by DiaMedical USA

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Much debate continues within the healthcare simulation world regarding the efficacy of programming simulators to ensure consistent delivery of scenarios.  While this may be applicable for some programs/professions it is not with others.  Changing parameters based on interventions reinforces learner decision making and critical thinking skills.  From our interdisciplinary perspective (ICU Nurses, Med-Surg) we will highlight where programming has been successful and circumstances where this is not the best method or approach.  Currently we utilize programming for Mock Codes of M4 medical students who are assessed on their knowledge of BLS/ACLS.  However, with emergency medicine we will highlight how programming impedes and possess challenges for this level of learners but what is of importance is the types of simulators selected to meeting goals and objectives of this scenarios.  For example, Apollo is used for needle decompression skills, Ares or Juno is used for trauma management such as c-spine and airway management.  Each simulator has a unique feature that is beneficial for the learner group and scenario, and we will highlight our selection of simulator and tips and tricks to programming.  The target audience is for simulation operators, faculty, and program directors.  We will also present anonymized data from the evaluation perspective of Mock Codes and demonstrate how the programming of this scenarios has catapulted the effectiveness of this clerkship.  

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The aim of this evidence-based practice (EBP) project was to improve peripheral intravenous catheter (PIVC) insertion competence and confidence, and to improve first-attempt success. Approximately 95% of hospitalized patients require PIVC therapy, and more than 330 million PIVCs are sold annually in North America, making this a significant skill in health care today.1 Approximately 3% to 5% of patients with PIVCs inserted develop complications such as infection, infiltration, or phlebitis.2 Literature has suggested that clinicians have limited training in PIVC insertion. On one particular medical/surgical unit at the facility under study, the number of failed PIVC insertion attempts had increased. In a 1-month span, 16 calls were made from this medical/surgical unit for assistance with PIVC insertions, indicating at least a 75% increased number of calls over progressive or intensive care units. The unit leader revealed that a general lack of confidence was discussed through interviews with the less-experienced nursing staff on the unit.On routine unit rounds, the unit leader noticed that IV sites and tubing were not properly labeled, and occlusive dressings were not being replaced when no longer occlusive. As the leader identified these issues, they addressed them with the staff for correction but relayed that overall competence in proper procedures could be improved. Hospital risk management shared with the unit leader that this unit had a trend of increasing numbers of IV complications such as infiltration and phlebitis. The lack of confidence and competence in placing PIVCs on the medical/surgical unit was an opportunity for improvement.

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