The Use of Human Simulation to Teach Acute Care Skills in a Cardiopulmonary Course: A Case Report
The Use of Human Simulation to Teach Acute Care Skills in a Cardiopulmonary Course: A Case Report
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使用人体模拟教授心肺课程中的急救技能：案例报告
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发表时间：
2014
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通讯作者：
C. Ennulat
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作者：
M. Bednarek;P. Downey;Ann Williamson;C. Ennulat
背景和目的。虽然医疗保健教育并不新鲜，但高保真模拟(HFS)在物理治疗师教育中的使用相对较新。这项技术有可能有助于培养物理治疗师的学生在复杂的急性护理环境中评估和治疗患者。我们案例报告的目的是说明一所以前无法访问HFS的小型大学的物理治疗师教育项目如何能够与当地的模拟中心合作，并将3个模拟实验室经验整合到心血管和肺部课程中。案例描述。在2011年秋季学期，28名学生参与了3个模拟场景，每个场景都包括随后由教员指导的任务汇报。每个场景中的患者都有不同的医疗诊断，场景的复杂性各不相同。学生自我评估他们在急性护理环境中检查和治疗患者、识别医疗设备、解释生理信息以及在心肺课程开始和结束时对生理状态变化做出反应的信心和兴趣。结果。与开始时相比，学生在课程结束时表现出对急性护理的信心水平和兴趣增强。从模拟后对学生评论的分析得出的主题显示，学生们感受到了临床经验/暴露的好处，以及修改急性护理患者检查和治疗的能力。讨论和结论。事实证明，将HFS纳入心肺课程是有益的。未来研究的领域应该确定信心和兴趣的增加是否转化为临床环境中性能的改善，如果是的话，发现实现这种改善所需的最佳模拟体验的数量和持续时间。
Background and Purpose. Although not new to health care education, the use of high‐fidelity simulation (HFS) is relatively new in physical therapist education. This technology has the potential to be beneficial in educating physical therapist students in the evaluation and treatment of patients in the complex acute care setting. The purpose of our case report was to illustrate how a physical therapist education program at a small university, previously without access to HFS, was able to partner with a local simulation center and integrate 3 simulation lab experiences into a cardiovascular and pulmonary course. Case Description. Twenty‐eight students participated in 3 simulation scenarios in the Fall 2011 semester, each including a subsequent faculty‐led debriefing. The patient in each scenario had a different medical diagnosis with scenarios ranging in complexity. Students self‐assessed their confidence and interest in examining and treating patients in an acute care setting, identifying medical equipment, interpreting physiological information, and responding to changes in physiological status both at the beginning and the end of the cardiopulmonary course. Outcomes. Students demonstrated increased confidence levels and interest in acute care at the end of the course as compared to the beginning. Themes derived from analyses of student comments after simulations revealed that students perceived gains in clinical experience/exposure, and the ability to modify examination and treatment of acute care patients. Discussion and Conclusion. The incorporation of HFS into a cardiopulmonary course proved beneficial. Areas for future study should identify whether the increase in confidence and interest translates to improved performance in the clinical setting and, if so, discover the optimal number and duration of simulation experiences necessary to achieve this improvement.