Talking circles

HEALTH PROFESSIONS EDUCATIONGLOBAL BEST PRACTICES IN SIMULATION - Toronto, CANADA

May 21-23, 2009

HPE2009CONFERENCE

TABLE OF CONTENTS

TALKING CIRCLEDEBATES ROOM/MUSIC ROOM, Hart House - Friday, May 22 and Saturday, May 23, 2009

Centre for Nursing Education Research

Lawrence S. Bloomberg Faculty of Nursing

University of Toronto

155 College Street, Suite 300

Toronto, ON, Canada, M5T 1P8

Phone: 416-946-8304

E-mail: [email protected]

The Canadian Network for Simulation in Healthcare: N/A

A Collaborative Platform to Advance Interprofessional Simulation Across Canada (Talking Circle) - Abstract not available

Laurie Taylor, The Canadian Network for Simulation in Healthcare

Toward Effective Smart Space Applications in Simulated Practice 2

Centre Environments (Talking Circle)Celina Da Silva, Ruth Robbio, and Kristine Newman,

George Brown College

Using Simulation to Engage Police in Learning about Mental Illness: 3

The Impact of Realism on the Learning Process (Talking Circle)Wendy Stanyon, University of Ontario Institute of Technology

Design and Implementation of Clinical Simulations to Enhance 4

Interprofessional Core Competencies in a Community Health Setting (Talking Circle)Elizabeth Horsley and Dan Belford, Brock University

Educating Students in the Art and Science of Paediatrics through 5

Simulation (Talking Circle)Anne Crozier, York University


May 21-23, 2009

HPE2009CONFERENCE

TALKING CIRCLEDEBATES ROOM, Hart House - Friday, May 22, 2009 at 1:30 P.M.






Phone: 416-946-8304


Toward Effective Smart Space Applications in Simulated Practice CentreEnvironments (Talking Circle)

Celina Da Silva, Ruth Robbio, and Kristine Newman, George Brown College

Background: Simulation augmented education is becoming increasingly popular in

health professions and is being touted as the new pedagogy. Health professions education

and specifically nursing education has dramatically progressed. There are now Simulated

Practice Centers (SPC’s) with high-fidelity simulators that allow educators to reproduce

realistic situations that students may encounter in the clinical setting. Many educational

institutions have invested in the construction of or major renovations to SPC’s, but have

few references to consult, regarding how to establish such environments. Smart Spaces:

Simulated Practice Centers should incorporate the notion of smart spaces, which are en-

vironments equipped with sensing systems that can perceive and react to people through

pervasive devices, sensors, and networks. Incorporating the smart space concept into an

SPC can allow educators and students to be connected in a way that enhances the effec-

tiveness of instruction by supporting student collaboration and promoting a more com-

plex flow of activities. Discussion: We will present strategies to make existing SPC spaces

"smarter" by adding layers of digital information about users and activities as well as possi-

ble approaches for the addition of sensors and virtual environments. Ultimately, this ap-

proach can support the design of more effective SPC spaces that incorporate smart

technologies and lead to optimal learning outcomes for health professions students in this

digital era.

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May 21-23, 2009

HPE2009CONFERENCE

TALKING CIRCLEMUSIC ROOM, Hart House - Saturday, May 23, 2009 at 11:00 A.M.






Phone: 416-946-8304


Using Simulation to Engage Police in Learning about Mental Illness: TheImpact of Realism on the Learning Process (Talking Circle)

Wendy Stanyon, University of Ontario Institute of Technology

Background: Mental illness is not only a major public health concern in Canada but in-

deed globally. Police officers are often the first responders to situations in the community

involving mentally ill persons. Police contacts with individuals who have a mental illness

have risen dramatically over the past few years. As a result, police services are increas-

ingly aware of the need to provide officers with training beyond what is currently offered

to new recruits in terms of mental illness and strategies for effectively engaging individu-

als presumed to have a mental illness. Mental health nurses and nursing educators have

the expertise and resources needed to foster interprofessional collaboration in community

health services and to create and lead new learning initiatives aimed at strengthening

awareness and understanding of mental health issues. Methods: This presentation will

highlight a unique partnership between a regional police services, a mental health facil-

ity, and two educational institutions including a college and a university. Educational ses-

sions for police were developed and implemented, and simulations were also created

with input from police and mental health nursing experts that focus on some of the most

common incidents police encounter involving persons presumed to have a mental illness.

Discussion: A demonstration of these interactive video-based learning objects as well as the

findings of a research study conducted to evaluate the impact of educating police about men-

tal illness and how to respond effectively to mentally ill persons will also be included.

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May 21-23, 2009

HPE2009CONFERENCE







Phone: 416-946-8304


Design and Implementation of Clinical Simulations to Enhance Interprofessional Core Competencies in a Community Health Setting (Talking Circle)

Elizabeth Horsley and Dan Belford, Brock University

Background: In 2007 Healthforce Ontario allocated funds to the Niagara Health System

(NHS) to develop, implement, and sustain an interprofessional practice model across its

seven sites. The Emergency Department (ED) was the first major program to identify in-

terprofessional collaboration as a key component of quality care delivery. Methods: In

2008 the coordinator of the simulation laboratory at Brock University was approached by

the coordinators of the project about using simulation as a method for developing core

competencies. The Interprofessional Practice Leader from NHS and the laboratory coor-

dinator worked together to design and develop simulations that would engage staff. Sce-

narios were designed using “Sim Man” and “Sim Baby”. A rudimentary framework was

designed for each scenario (respiratory distress, and traumatic injury); however, as each

scenario rolled out it was adjusted so it was relevant to varying skill sets and practice en-

vironments. Over the course of ten days, the Niagara Health System partnered with

Brock University to offer health care professionals the opportunity to participate in clini-

cal simulation activities in an effort to enhance and further understand interprofessional

core competencies. Discussion: This presentation will discuss the development and plan-

ning of these education sessions and how a relatively new nursing program and a community

health system were able to partner to offer a high-tech, state-of-the-art training program to

experienced health care professionals.

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May 21-23, 2009

HPE2009CONFERENCE







Phone: 416-946-8304


Educating Students in the Art and Science of Paediatrics through Simulation (Talking Circle)

Anne Crozier, York University

Background: While nursing students are intrigued by the practice of paediatric nursing,

the complexities involved in the speciality intimidate graduates from entering the field.

The challenge was posed as to how to educate students in the art and science of paedi-

atrics, particularly paediatric assessment and the approach to infants, children, and ado-

lescents as well as their parents. Methods: A paediatric simulation scenario was

developed to provide students with an opportunity to develop their paediatric interview-

ing skills/approach in a supportive environment; students engage volunteer children

(usually the children of students or faculty) of various developmental stages in a labora-

tory setting. Using a tag-team, stop-time strategy, students are provided with a rich mi-

lieu in which to develop nursing approaches that can then be applied in their clinical

paediatric practice. Results: Peer evaluation and feedback is immediate. Student evalua-

tions of the experience and a dramatic increase in the number of students choosing a paedi-

atric setting for their final practicum have affirmed the success of this method. Discussion:

Participants in this session will appreciate the innovation of this paediatric simulation, in-

cluding recruitment of volunteers, approach in the lab, peer and faculty review, and student

evaulations.

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May 21-23, 2009

HPE2009CONFERENCE

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Phone: 416-946-8304


Talking circles

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