Introduction
Ultrasound-guided central venous catheter insertion (UGCVC) is a commonly performed procedure taught through simulation. The aims of the study were to examine the utilization of an animal model and compare it with two currently used Blue Phantom central line models to determine whether an animal model provides good or better simulated conditions for the performance of UGCVC insertion.
Methods
Using a randomized cross-over study, 46 advanced practice nursing students were assessed using a task-specific performance tool in their performance of UGCVC insertion on both the animal model and the Blue Phantom models. The number of insertion attempts and time to performance was recorded. A preprocedure survey was used to ascertain their presimulation workshop experience, followed by a postprocedure survey. A cost comparison was completed as a secondary outcome.
Results
A comparison was conducted on the performance scores and the postsurvey results between the animal model and the Blue Phantom models. The number of venous access attempts was not significantly different when comparing the three models. A cost comparison showed the total cost of each animal model was US $15.66 as compared with the approximate cost for the Blue Phantom IJ model of US $1500.00 and the Gen I model of US $2700.00.
Conclusions
Current Blue Phantom models lack the ability to fully perform all the necessary steps critical to the performance of UGCVC insertion. At a total cost of US $15.66 per model, this study showed that training with an alternative economical model was comparable with more expensive mannequin simulators. The results of this study may serve to guide clinicians and educators who are seeking alternative simulation models to provide skill acquisition.
Background: The occurrence of a fire when implementing anesthesia is a high-risk, low-frequency event. The operating room is a high-stakes environment that has no room for error. Mixed reality simulation may be a solution to better prepare healthcare professionals. The purpose of this quantitative, descriptive study was to evaluate the technical and non-technical skills of student registered nurse anesthetists (SRNAs) who participated in a mixed reality simulation of an operating room fire. Methods: Magic Leap OneTM augmented reality headsets were used by 32 student registered nurse anesthetists to simulate an emergent fire during a simulated tracheostomy procedure. Both technical and non-technical skills were evaluated by faculty members utilizing a checklist. Results: The SRNAs’ overall mean technical skill performance was 18.16 ± 1.44 out of a maximum score of 20, and the mean non-technical skill performance was 91.25% out of 100%. Conclusions: This study demonstrated the utility and limitations in applying novel technology in simulation. Participants demonstrated a strong performance of technical and non-technical skills in the management of a simulated operating room fire. Recommendations for future applications include the use of multiple sensory inputs into the scenario design and including all core team members in the immersive mixed reality environment.
Visual Thinking Strategies (VTS) is a methodology designed to teach critical thinking, communication, and visual literacy. The Fine Art of Health Care is a VTS-based educational program that brings students from various health-care disciplines to the Lowe Art Museum at the University of Miami in Florida. Twenty-six nurse anesthesia, medical, physical therapy, nursing, and psychology students participated in the workshop during the 2016 fall semester. The students completed an anonymous survey to evaluate their experience. All participants agreed or strongly agreed that VTS helped them understand how to hone their observational and listening skills; 92% agreed that looking at and discussing art has merit with regards to collaborative practice; 96% agreed that VTS helped them improve their communication skills; and 93% found value in the VTS workshop because it provided opportunity to meet and have discussions with students from other disciplines. The arts and humanities have long been recognized as important tools for building multidisciplinary collaboration in health education. There is growing evidence that integrating the arts into the nursing curriculum can have powerful outcomes. These capabilities proved useful in the nurse anesthesia curriculum by allowing skillful conceptualization, and originality and leveling of the playing field for all health-care students.
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