Focusing on QSEN competencies during high-fidelity simulation The role of the observers

Submitter Information

Connie L. Miller, Ph.D
Assistant Professor
University of Nebraska Medical Center

College of Nursing
985330 Nebraska Medical Center
Omaha, NE 68198-5330

clmiller@unmc.edu

Co-Authors

Dr. Louise LaFramboise

Teaching Strategy

Competency Category(s)

Learner Level(s)

Pre-licensure BSN

Learner Setting(s)

Clinical settings

Strategy Type

Other

Learning Objectives

-Critique simulation for examples of QSEN KSAs

-Communicate results of critique during debriefing displaying professional collegiality

-Strategize interventions that would better meet QSEN KSAs

-Discuss impact of QSEN KSAs on patient outcome

Strategy Overview

Students enrolled in a complex adult health and illness course participate in a minimum of two high-fidelity simulations during their clinical rotations. Each clinical group of 8-9 students rotates through the simulation with 4 actively participating in the simulation while the remaining 4-5 students function as observers. The scenarios are based on: (1) patient on a cardiac floor who experiences chest pain with signs & symptoms of a myocardial infarction and (2) patient who experiences a spontaneous pneumothorax requiring chest tube insertion. Half of the observers are assigned to critique the performance of QSEN competencies. Competencies to be identified are patient-centered care, teamwork & collaboration, safety, and informatics.

A critique form was developed based on the format of the Mayo High Performance Teamwork (MHPT) Scale. The form is attached and could be modified to include any or all of the QSEN competencies depending on the scenario.