The Recognising Acute Illness and Deterioration (RAID) module uses a blended approach to learning where the theory is delivered via WebCT and contextualised in practical sessions. Following a period of personal study, students were timetabled to attend simulation sessions in which skills stations and clinical scenarios related to the theory were available via WebCT. A formal debrief session followed each of the scenarios and provided the opportunity to reflect on actions and link theory to practice.
The online material was released in a staged approach to align with the scenarios. Students were given the opportunity to demonstrate their acquired knowledge and skills in a summative assessment (Objective Structured Clinical Examination or OSCE) at the end of the module. Students reported that although stressful, this improved their confidence. The students were encouraged to use a systematic approach to patient assessment and decision making. Evaluation and research findings indicated that this built confidence not only in improving their knowledge base but also their clinical practice.
It was great to feel that you could cope and you knew what you needed to do. It was a real confidence booster.
Students engaged in learning in pairs and were assessed in their pair, which they found helped to improve their team working and leadership skills. Two modules enhancements are now planned as follows:
Training and preparation of actor patients and use of additional props with the manikins in order to improve fidelity.
Use of recording equipment to allow students to view performance and to enhance feedback and discussion.
Contextualisation of theory has been found to improve students' confidence in their academic ability and clinical practice, and this is not limited to healthcare education. Students reported that theory contextualised in the clinical scenarios improved deep learning thereby enabling a perceived improvement in the summative written examination.
The session will consist of:
An outline of four years of teaching experience using simulation as the primary teaching approach.
Emphasis will be placed on what was found to be effective, what we would change and how this might be transferable to other disciplines.
There will be opportunity to engage in discussion around issues raised and shared experiences.
Adamson, E., & Smith, F. C. (2009, January). Simulation in nurse education: contextualisation improves confidence. Paper presented at Edinburgh Napier University Staff Conference, Edinburgh Napier University