Thanks to HEETF funds, students in both the School of Allied Health Professions’ Department of Nurse Anesthesia and the School of Nursing are getting a level of instruction that exceeds the experience of previous generations.
For nurse anesthesia students, the classroom becomes as close to a firsthand experience with patients as possible because of a $10,000 software upgrade to the patient simulation lab.
“The fidelity is such that students are able to suspend their disbelief to the extent that the experience makes quite an emotional impact,” says Suzanne Wright, CRNA, assistant professor and director of the department’s Center for Research in Human Simulation, which is where the simulation lab exists.
Established in 1998, the center has used HEETF funds over the years to help build the graduate curriculum resources. This most recent addition allows instructors even more opportunities to expose students to “rare but critical anesthesia-related events, those which have potentially devastating consequences,” says Wright.
“As anesthesia has become safer today than at any time in history, students have limited opportunities to experience these uncommon, but life-threatening events while in regular clinical rotations throughout the community,” she adds. “Simulation has provided a way for us to educate student clinicians to be better crisis managers.”
Cecil B. Drain, Ph.D., FAAN, FASAHP, dean of the School of Allied Health Professions, agrees. “This state-of-the-art human simulation technology places VCU’s Department of Nurse Anesthesia on the cutting edge of patient-safety research and training,” he says. U.S. News & World Report has ranked VCU’s Department of Nurse Anesthesia the No. 1 nurse anesthesia program in the country.
Overall, the lab engages students with human patient simulators wired to react immediately to the type of care the students are providing. When all is well, the beeps are smooth and the “patient” breathes normally. In the face of a crisis, however, students must think and act fast or their “patient” suffers the consequences.
The 2007 upgrade also allows instructors, who sit at the computer in the control room behind a one-way mirror, to create problems for the practicing student. Additionally, the entire event can be recorded and used in the classroom in a subsequent debriefing session.
As an innovative instructional tool, the improved simulation technology enables educators to maximize resources, meet educational objectives and make significant strides in improving patient safety.
“We believe that competence enhances confidence,” says Wright. “Without the level of realism afforded by the upgrade, the students would not experience these rare events in the same way. The realistic environment is a critical component.”
Nurse anesthesia department Chair Michael D. Fallacaro, D.N.S., CRNA, agrees with Wright’s assessment on the realism, adding that application is imperative to strong instruction.
“We’re moving away from traditional methods of instruction to applied instruction. As opposed to just lecturing, we can model a real-world experience in a high-fidelity setting,” Fallacaro says. “If they can’t apply the knowledge, what good is it?”
All of this rings true to assistant professor Sandra Voll, M.S., R.N., CNM, WHNP, FNP, in the School of Nursing’s Clinical Learning Center. “Health care is changing and students need more confidence when they enter,” says Voll, who directs nursing’s learning center. “Simulation is an extremely important aspect of education now.”
Most recently, the center has used HEETF funds to purchase several items that are improving the classroom experience and bringing VCU’s nursing faculty and students “into the 21st century,” says Voll.
New technology includes videoconferencing equipment, a progressive scanner and a system that makes the overhead projector of old look like the classroom equivalent of rubbing two sticks together to get fire. In total, HEETF funded more than $30,000 worth of equipment.
“It’s really changing the style of teaching,” Voll says. “We’re moving to a learner-centered environment, able to move through lecture materials more efficiently so that we can open the classroom up to more interaction.”
For example, the Crestron Touchpanel system, which is part of the lecture podium, allows the presenter to control everything from microphones and DVD player to the projector and lighting. This at-your-fingertips option greatly streamlines a materials-based lecture, explain Voll and Sue McGinnis, director of information technology for the nursing school.
As lecturers move through their materials, they’re able to engage students more with elements like the HEETF-funded graphic tablets, or Smart Tabs, as they’re known. Displaying the optic nerve on screen, McGinnis demonstrates how a presenter can use a stylus as a pen to “draw” or define on the tablet as if it were a notebook. Students sitting in the classroom can view in high definition exactly what the instructor is talking about.
“Instead of keeping their heads down as they take notes or try to reproduce a diagram, students can follow along and really interact,” McGinnis says.
Like their colleagues in the School of Allied Health Professions, the nursing school’s Clinical Learning Center also can digitally record students in action while a separate class watches and critiques. In addition to being efficient, this technique creates a team atmosphere, an important tone to transfer to the hospital environment when they graduate, says Voll.
“Overall, all of this equipment is improving the way we teach and the way our students learn,” she says. “That all results in stronger caregivers.”