High Fidelity Simulation Curriculum Development and Faculty Education

TitleHigh Fidelity Simulation Curriculum Development and Faculty Education
Faculty/College/UnitApplied Science
Duration2 Year
Funding Details
Year 1: Project TitleEvaluating the role of high fidelity simulations for teaching and evaluating nursing student clinical competencies
Year 1: Project YearYear 1
Year 1: Funding Year2006/2007
Year 1: Project TypeSmall TLEF
Year 1: Principal InvestigatorMaura MacPhee
Year 1: Funded Amount49,290
Year 1: Team Members

Maura MacPhee, Lecturer, Nursing, Faculty of Applied Science
Bernie Garrett, Assistant Professor, Nursing, Faculty of Applied Science
Cathryn Jackson, Lecturer, Nursing, Faculty of Applied Science

Year 1: Summary

At the UBC School of Nursing, clinical nursing education is a significant component of the undergraduate nursing curriculum and the Nurse Practitioner (NP) Program. In these programs, students practice nursing knowledge and skills applications on mannequins that provide a simulation close to real clinical practice and have been proven to positively influence learning outcomes. As enrolments in both programs have continued to rise to meet the public's demands, clinical sites to train students have become more difficult to attain, and more of the clinical education has been routed to clinical laboratory (lab) settings.

Faced with the challenges of increasing enrolment, reduced clinical sites, the challenge of providing excellent clinical education and preparing increasing numbers of professional nurses ready for practice several models have been explored to enhance the laboratory-based education. One model that has promise as being pedagogically and cost effective is high-fidelity simulation using simulation mannequins.

This proposal seeks to fund the design, implementation and evaluation of high fidelity simulation for clinical practice in a pilot study involving undergraduate nursing students and NP students during the academic year of 2006-2007 to achieve the following objectives:

  • Demonstrate the potential use of high fidelity simulations for different levels of clinical nursing education: Undergraduates at two different levels (Term 2 and Term 4) and Nurse Practitioner (NP) students
  • Evaluate students' and faculty's perceptions of the effectiveness of high fidelity mannequins for clinical nursing education
  • Develop and evaluate educational scenarios for the three clinical nursing education levels to be used with the high fidelity mannequin. Students will be involved in the creation and evaluation of these scenarios
  • Develop and evaluate competency evaluation tools for the three different clinical nursing education levels.

These competency evaluation tools will be based on student clinical performance using the mannequin and student-faculty-designed educational scenarios that simulate real-life experiences.

Year 2: Project YearYear 2
Year 2: Funding Year2007/2008
Year 2: Project TypeSmall TLEF
Year 2: Principal InvestigatorMaura MacPhee
Year 2: Funded Amount39,158
Year 2: Team Members

Maura MacPhee, Assistant Professor, Nursing, Faculty of Applied Science
Cathryn Jackson, Lecturer, Nursing, Faculty of Applied Science
Bernie Garrett, Assistant Professor, Nursing, Faculty of Applied Science

Year 2: Summary

UBC-SON has developed a state-of-the-art clinical simulation laboratory to enhance nursing education. Simulation experiences provide students with a safe context for developing competencies and receiving structured faculty feedback. A 2006-2007 TLEF award allowed us to develop and evaluate a simulation exercise for senior nursing students: a patient in acute respiratory distress. Students worked as teams to manage a high risk patient situation on a mannequin with responsive changes, such as vital signs changes. The students had online access to pre-readings and pre-post test exercises. They received immediate faculty debriefing after completing the simulation exercise. The students responded very favorably to this learning experience. Simulation exercises are challenging to develop and to manage. Constructive student debriefing depends on adequate faculty training. This request for continued TLEF funding is to support further integration of simulation technology into our curriculum, and to assist with faculty simulation training.