![]() Each health professional student licensure competencies cite competency in interprofessional patient care and teamwork. Experiential learning theory guides clinical practice coursework across curricula. Interprofessional team simulation provides a safe and effective context to practice prelicensure health professional student collaborative teamwork around a patient care event that they will encounter in future as a health care professional. SPECIFIC OBJECTIVES FOR SIMULATION USAGE WITHIN A SPECIFIC COURSE AND THE OVERALL PROGRAM Note that the choice of induction agents (propofol) is different from our suggested agent (ketamine).Ĭ. OpenPediatrics scenario of a patient with bronchiolitis requiring intubation (12-minute duration): ( Wolbrink, 2015). OpenPediatrics module on recognizing respiratory distress (16-minute duration):Ģ. We use a flipped learning model ( Betihavas, Bridgman, Kornhaber, & Cross, 2016) and Table 48.1 outlines the required and optional resources to be reviewed before attending the simulation session.ġ. In advance of the simulation, learners are provided with the detailed case outline, medication lists, and evaluation checklists that preceptors use when teaching. EDUCATIONAL MATERIALS AVAILABLE IN YOUR TEACHING AREA AND RELATED TO YOUR SPECIALTY This chapter focuses on the experience of undergraduate nurses, physicians, and respiratory therapy students who are seeing the scenario for the first time in a team environment: interprofessional education (IPE).ĥ72 B. Our prelicensure learners encounter the scenario during their preclinical and clinical training in the simulation lab and during postgraduate training, either in the simulation lab or during an in situ simulation on the pediatric ward. ![]() ![]() Here at the Island Medical Program of the University of British Columbia, we have opted to use a scenario of respiratory failure due to bronchiolitis as the basis for leveled simulation learning. Indeed, simulating this necessary clinical learning has been shown to be equivalent to the intensive patient-based learning when measuring individual skill acquisition ( Hall et al., 2005). However, simulation-learning events provide a venue by which prelicensure and licensed health care practitioners can learn and practice pediatric intubation without compromising patient safety. Thus, the expectation that health professional practitioners obtain and maintain competence during prelicensure training in this critical procedure through clinical exposure is not reasonable. Many of the graduates complete their training and then work in smaller rural centers where the frequency of pediatric intubations is even lower than in the urban hospitals. VGH is also a regional training center for physicians, nurses, and respiratory therapists. This mirrors the low rate of pediatric intubation across pediatric units in North America ( Nishisaki et al., 2011). Within this patient population, we perform pediatric intubation an estimated 25 to 30 times per year outside of the operating room. Victoria General Hospital (VGH) serves as the regional referral site for pediatrics and 11,000 pediatric patients come through the emergency department, 2,000 of whom are admitted to our pediatric ward and intensive care unit per year ( ChildHealth BC, 2014). To develop individual competence, it is estimated that learners need to participate in 20 to 30 of these procedures to obtain competence ( Bernhard, Mohr, Weigand, Martin, & Walther, 2012 Kusel, Farina, & Aldous, 2014). One such high-stake event is emergency intubation of children. Life-threatening presentations and critical events do not occur with high frequency in pediatric hospital units. IMPLEMENTATION OF SIMULATION-BASED PEDAGOGY IN YOUR INDIVIDUALIZED TEACHING AREA
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