CHCS - Perspectives - Summer/Fall 2014

PERSPECTIVES • SUMMER–FALL 2014 14 The Best Practice Sub Taskforce on Simulation consists of the following: Teri Hamill, Ph.D., FAAA, CCC-AA, associate professor of audiology; Bini Litwin, D.P.T., Ph.D., M.B.A., associate professor and di- rector of the T.D.P.T. program; Melba Ovalle, M.D., associate professor and med- ical director, Orlando PA program; John Rafalko, Ed.D., PA-C, associate professor, Davie PA program; and Kerry Whitaker, D.H.Sc., PA-C, assistant professor and chair, Jacksonville PA program. The group investigated and did an in-depth analysis of the utilization of simulation in the Col- lege of Health Care Sciences. The group completed an in-depth SWOT analysis on the CHCS utilization of simulation. It was determined that all programs within the college were utilizing some type of simulation, with many of the programs incorporating it extensively into the curriculum. NSU has significantly in- vested in simulation equipment, which has allowed the majority of the programs to have the necessary equipment to meet the demands of the simulation curriculum. The simulation resources within the CHCS varied from simple task trainers such as IV insertion arms to high-fidelity transesophageal echo and complete pa- tient management with METI adult, child, and infant simulators. These resources have provided students with unique oppor- tunities to develop cognitive, psychomotor, and affective learning domains via high-fi- delity simulation. The taskforce’s findings were presented on February 6, 2014, at the Davie campus and to the regional campuses via video- conferencing. Evidence-based literature was provided during the presentation to support the various aspects of the SWOT analysis. The SWOT analysis revealed that despite the countless simulation resources NSU’s CHCS and Health Professions Di- vision (HPD) have, many of the disciplines weren’t aware of resources other programs were utilizing and how they were utilizing them for education purposes. The recommendation was to initiate an interdisciplinary approach that would allow faculty members to engage the stu- dents to develop these learning domains by participating in crisis management and crew-resource management scenarios. An- other challenge identified in utilizing sim- ulation is the time and knowledge required by faculty members to provide a positive educational environment and ex- perience for the student. Using high-quality simulation tech- niques will enhance patient safety and im- prove the interface between health care providers and medical technology. By building on the current resources available in the CHCS, the university can be com- petitive in the educational and research as- pects of simulation. Many CHCS programs have established themselves as leaders in simulation in the respective fields of education. Currently, the CHCS and the HPD don’t have a standing com- mittee on simulation. The taskforce has made the recommendation to establish a committee that has a formal avenue of gathering and disseminating information to all programs. Embracing high-fidelity simulation can be a daunting task, but with the proper tools it allows for a plethora of educational opportunities for the health care student and educator. The CHCS continues to support all aspects of simulation education for its faculty members and students and will be implementing many of the recom- mendations made by the taskforce. The complete taskforce report can be found in the College of Health Care Sciences’ Best Practice Forum located in Blackboard. TAsKFORCe On sIMULATIOn By Rob Wagner, M.M.sc. , AA-C, RRT, Associate Chair, AA Programs References Gordon, J (2004). Bringing good teaching cases “to life:” A Simulator-Based Medical Education Service. Hoffman, B (2009). Why simulation can be efficient: on the preconditions of efficient learning in complex technology-based practice. Best Practices Initiative