Elective Course in Acute Care Using Online Learning and Patient Simulation

Abstract

Objective. To enhance students' knowledge of and critical-thinking skills in the management of acutely ill patients using online independent learning partnered with high-fidelity patient simulation sessions. Design. Students enrolled in the Acute Care Simulation watched 10 weekly Web-based video presentations on various critical care and advanced cardiovascular pharmacotherapy topics. After completing each online module, all students participated in groups in patient-care simulation exercises in which they prepared a pharmacotherapeutic plan for the patient, recommended this plan to the patient's physician, and completed a debriefing session with the facilitator. Assessment. Students completed a pretest and posttest before and after each simulation exercise, as well as midterm and final evaluations and a satisfaction survey. Pharmacy students significantly improved their scores on 9 of the 10 tests (p # 0.05). Students' performance on the final evaluation improved compared with performance on the midterm evaluation. Overall, students were satisfied with the unique dual approach to learning and enjoyed the realistic patient-care environment that the simulation laboratory provided. Conclusion. Participation in an elective course that combined self-directed Web-based learning and hands-on patient simulation exercises increased pharmacy students' knowledge and critical-thinking skills in acute care.

Pharmacy Students' Learning and Satisfaction With High-Fidelity Simulation to Teach Drug-Induced Dyspepsia

“…It encourages the development of communication, critical-thinking, problem-solving, and teamwork skills. 6,10,11 A unique feature of high-fidelity simulation is that disease states can be replicated to allow for standardization of student learning experiences. More importantly, students can practice and perfect their patient care skills at no risk to real patients.…”

Effectiveness of Educational Technology to Improve Patient Care in Pharmacy Curricula

“…However, these technologies were not without limitations. Barriers to implementing technology included student hesitation, 9,15,20 the need for technical support/oversight, 9,12,21,22 cost, 13,21,26 and resource utilization (eg, space, faculty time). 13,15,16,[19][20][21][22][23][24][25][26] …”

“…The studies showed that postsimulation quiz scores were significantly higher than presimulation scores (p#0.05); this includes naming and treating a condition, and medication administration. 13,14,16 Examination scores were reported in 1 study, which showed that the average examination score did improve, but not significantly. However, scores on data collection and interpretation questions on the examination did improve significantly (p,0.001).…”

“…However, scores on data collection and interpretation questions on the examination did improve significantly (p,0.001). 13 Grades specific to the simulation were high and significantly improved (p50.029), 14 including blood pressure measurement accuracy (p,0.05); 14 but in another study using HPS, median scores on knowledge-based questions in advanced cardiac life support were low. 17 Students were able to correctly calculate medication rates (78%), but struggled with concentration calculations (20%) and questions relating to asystole or pulseless electrical activity (21.8%) and ventricular tachycardia (11.7%).…”

“…13,[15][16][17] Students reported positive attitudes about simulation prior to and after their experiences, and 88% stated they enjoyed the simulation. [13][14][15] Students reported that using simulation enhanced learning, 13,17 that they enjoyed the realistic setting, 13,16 and that it increased their confidence. 14 Seventy to 94% of students stated they would like more simulation incorporated or would participate again if it was available.…”