Impact of simulation-based learning on medication error rates in critically ill patients

Objective. To assess the impact of high-fidelity patient simulation on pharmacy resident knowledge, confidence, and competency with advanced resuscitation algorithms and interventions.Design. An overview of the institutional cardiopulmonary arrest algorithm and a review of pertinent medications and calculations were presented to postgraduate year 1 (PGY1) pharmacy residents, followed by participation in 3 simulated clinical scenarios using a high-fidelity mannequin.Assessment. An improvement of pharmacy resident knowledge, confidence, and competency with advanced resuscitation skills was observed. In addition, pharmacy residents demonstrated high performance levels with skills requiring advanced competency and proactive interactions with the cardiac arrest team. Conclusion. Incorporating high-fidelity patient simulation into an advanced resuscitation training program can help pharmacy residents achieve competency through the active learning of practical skills.

Section: Introductionmentioning

confidence: 99%

High-Fidelity Simulation Training in Advanced Resuscitation for Pharmacy Residents

Eng

Namba

Box

et al. 2014

“…Following the intervention, the medication administration error rates of nurses in the study group significantly decreased from 30.8% to 4% (p ,0.001) compared to nurses in a control group whose error rates increased from 20.8% to 36.7% (p 5 0.002) over the same period of time. 14 The value of using high-fidelity manikins in pharmacy has been investigated to teach critical thinking, clinical reasoning, and problem-solving skills 7,10,15,16 ; advanced cardiovascular support 17 ; medical emergencies and critical care management 7,9 ; team-working skills and interprofessional working 16,18 ; end of life care 19 ; technical skills; and performance-based pharmacotherapy principles 15,20 In these studies, simulation was mainly used for formative assessment. Also, a variety of assessment methods was used to qualitatively and quantitatively examine the impact of simulation-based learning.…”

Section: Introductionmentioning

confidence: 99%

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

Branch

2013

Objective. To assess second-year pharmacy students' acquisition of pharmacotherapy knowledge and clinical competence from participation in a high-fidelity simulation, and to determine the impact on the simulation experience of implementing feedback from previous students. Design. A high-fidelity simulation was used to present a patient case scenario of drug-induced dyspepsia with gastrointestinal bleeding. The simulation was revised based on feedback from a previous class of students to include a smaller group size, provision of session material to students in advance, and an improved learning environment. Assessment. Student performance on pre-and post-simulation knowledge and clinical competence tests documented significant improvements in students' knowledge of dyspepsia and associated symptoms, with the greatest improvement on questions relating to the hemodynamic effects of gastrointestinal bleeding. Students were more satisfied with the simulation experience compared to students in the earlier study. Conclusion. Participation in a high-fidelity simulation allowed pharmacy students to apply knowledge and skills learned in the classroom. Improved student satisfaction with the simulation suggests that implementing feedback obtained through student course evaluations can be an effective means of improving the curriculum.

“…1 Highfidelity patient simulation is effective in the development of confidence, pharmacotherapeutic knowledge, and physical assessment skills [2][3][4] and has a positive impact on patient care. [5][6][7][8][9][10][11] Combining online and simulation-based learning provides an excellent way to enhance skills and knowledge as well as objectively assess knowledge and performance. With patient simulation, students can see and hear a topic, be tested and practice the skills through online assessments, and perform functions of a pharmacist in comprehensive assessments.…”

Section: Introductionmentioning

confidence: 99%

Elective Course in Acute Care Using Online Learning and Patient Simulation

Seybert¹,

Kane‐Gill²

2011

Self Cite

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.