Simulated Nursing Grand Rounds
Overview
The resource provides a brief overview highlighting the importance of Simulated Nursing Grand Rounds Presentations in nursing education. It emphasizes how these nursing rounds provide a realistic and practical learning experience for students to apply their skills, promote collaboration and communication among healthcare professionals, foster a culture of continuous learning, and help students develop confidence in their abilities to deliver quality patient care.
How to Use
To effectively utilize the resource, “Simulated Nursing Grand Rounds Presentations,” follow these steps:
- Understanding the Purpose: Begin by understanding the significance of Simulated Nursing Grand Rounds (as outlined in the overview.) Recognize that these rounds aim to provide realistic learning experiences, promote collaboration, foster continuous learning, and enhance student confidence.
- Incorporating Realism: Ensure that the Simulated Nursing Grand Rounds closely mimic real-world patient care situations. This involves creating scenarios that challenge students to apply their knowledge and critical thinking skills in clinical decision-making, including aspects of Diversity, Equity, Inclusion, and Belonging (DEIB) to make the experience more challenging and realistic.
- Facilitating Collaboration: Encourage interprofessional collaboration by involving healthcare professionals from various disciplines in the Simulated Nursing Grand Rounds. Emphasize the importance of effective communication and teamwork in delivering optimal patient care, considering DEIB factors in patient interactions.
- Promoting Active Participation: Engage nursing students actively in the Simulated Nursing Grand Rounds. Encourage them to contribute their insights, ask questions, and participate in discussions about patient care plans, considering DEIB considerations to broaden their understanding of diverse patient experiences.
- Encouraging Reflection: Allocate time for debriefing sessions following the Simulated Nursing Grand Rounds. Encourage students to reflect on their performance, identify areas for improvement, and discuss lessons learned from the experience—including insights gained from considering DEIB aspects in patient care.
- Providing Feedback: Offer constructive feedback to nursing students based on their participation in the Simulated Nursing Grand Rounds. Highlight their strengths and areas needing development, including their ability to address DEIB issues in patient care, to support their growth as future healthcare professionals.
- Reinforcing Learning: Integrate the lessons learned from the Simulated Nursing Grand Rounds into the nursing curriculum. Encourage ongoing engagement with similar experiential learning opportunities to reinforce key concepts and skills, including those related to DEIB in healthcare delivery.
Integrative Learning Strategies
To ensure students effectively receive the teaching embedded in Simulated Nursing Grand Rounds Presentations, employ the following integrative learning strategies:
- Active Participation: Encourage students to actively engage in the simulation by taking on different roles within the healthcare team. This hands-on experience allows them to apply theoretical knowledge to practical scenarios, fostering deeper understanding and skill development.
- Reflective Practice: Integrate reflective exercises into the learning process, prompting students to analyze their experiences, identify strengths and weaknesses, and consider how they can improve their practice. Encourage self-assessment and critical reflection to enhance learning and personal growth.
- Case-Based Learning: Utilize diverse and complex case studies that incorporate DEIB aspects to challenge students' problem-solving abilities and broaden their understanding of healthcare disparities and cultural competence. Encourage students to explore the social determinants of health (SDOH) and advocate for equitable care for all patients.
- Peer Learning: Foster a collaborative learning environment where students can learn from each other’s experiences and perspectives. Encourage peer-to-peer teaching and peer feedback to enhance understanding and retention of key concepts.
- Technology Integration: Incorporate technology-enhanced learning tools, such as virtual simulations and interactive multimedia resources, to create immersive and engaging learning experiences. Utilize online platforms for asynchronous learning activities and discussions to accommodate diverse learning styles and preferences.
Assessment Strategies
To effectively assess students’ learning outcomes in Simulated Nursing Grand Rounds Presentations, consider employing the following assessment strategies:
- Rubrics: Develop detailed rubrics outlining specific criteria for evaluating students’ performance during the Simulated Nursing Grand Rounds. Include criteria related to clinical decision-making, communication skills, collaboration, cultural competence, and critical thinking. Clearly define performance levels and provide feedback to students based on their performance against these criteria.
- Peer Evaluation: Implement peer evaluation tools where students assess their peers’ contributions during the nursing rounds. This can provide valuable insights into teamwork dynamics, communication effectiveness, and overall participation. Encourage students to provide constructive feedback to their peers based on predetermined evaluation criteria.
- Faculty Observation: Have faculty members observe and assess students’ performance during the Simulated Nursing Grand Rounds. Faculty observers can use structured observation checklists to assess students’ clinical reasoning, professionalism, leadership abilities, and adherence to evidence-based practices. Provide feedback to students based on faculty observations to support their learning and professional development.
- Written Assignments: Assign reflective essays or case studies where students analyze their experiences during the Simulated Nursing Grand Rounds. Encourage students to critically reflect on their decision-making processes, identify lessons learned, and propose strategies for improving patient care in similar scenarios. Evaluate students’ written assignments based on their depth of reflection, integration of theoretical knowledge, and clarity of communication.
- Post-Simulation Debriefing: Conduct structured debriefing sessions following the Simulated Nursing Grand Rounds to assess students’ understanding of key concepts and their ability to apply them in practice. Use open-ended questions to prompt discussion and encourage students to articulate their thought processes, rationale for decisions, and areas for improvement. Evaluate students’ participation and engagement during the debriefing sessions as part of the assessment process.
Exemplar
Possible Courses
- Pediatric Nursing
- Nursing Fundamentals
- Health Assessment
- Pharmacology for Nurses
- Medical-Surgical Nursing
- Obstetric and Gynecological Nursing
- Psychiatric/Mental Health Nursing
- Community Health Nursing
- Nursing Leadership and Management
- Evidence-Based Practice in Nursing
- Nursing Informatics
- Palliative Care and End-of-Life Nursing
- Critical Care Nursing
- Gerontological Nursing
- Cultural Competence in Nursing
Additional Resources/Publications
Sub-competencies for entry-level professional nursing education:
1.1b Apply knowledge of nursing science that develops a foundation for nursing practice.
1.2a Apply or employ knowledge from nursing science as well as the natural, physical, and social sciences to build an understanding of the human experience and nursing practice.
1.2e Demonstrate ethical decision-making.
1.3a Demonstrate clinical reasoning.
1.3b Integrate nursing knowledge (theories, multiple ways of knowing, evidence) and knowledge from other disciplines and inquiry to inform clinical judgment.
1.3c Incorporate knowledge from nursing and other disciplines to support clinical judgment.
2.1a Demonstrate qualities of empathy. 2.1b Demonstrate compassionate care.
2.1c Establish mutual respect with the individual and family.
2.2a Demonstrate relationship-centered care.
2.2b Consider individual beliefs, values, and personalized information in communications.
2.2c Use a variety of communication modes appropriate for the context.
2.2f Demonstrate emotional intelligence in communications.
2.9c Promote collaboration by clarifying responsibilities among individual, family, and team members.
2.9d Recognize when additional expertise and knowledge is needed to manage the patient.
2.9e Provide coordination of care of individuals and families in collaboration with care team.
4.1b Demonstrate application of different levels of evidence.
4.1c Apply theoretical framework(s)/models in practice.
4.2b Evaluate appropriateness and strength of the evidence.
4.2c Use best evidence in practice.
4.3b Demonstrate ethical behaviors in scholarly projects including quality improvement and EBP initiatives.
5.1a Recognize nursing's essential role in improving healthcare quality and safety.
5.1c Implement standardized, evidence-based processes for care delivery.
5.1f Identify strategies to improve outcomes of patient care in practice.
5.2a Describe the factors that create a culture of safety.
5.2b Articulate the nurse's role within an interprofessional team in promoting safety and preventing errors and near misses.
5.2d Assume accountability for reporting unsafe conditions, near misses, and errors to reduce harm.
5.3d Recognize one's role in sustaining a just culture reflecting civility and respect.
6.1a Communicate the nurse's roles and responsibilities clearly.
6.1b Use various communication tools and techniques effectively.
6.1c Elicit the perspectives of team members to inform person-centered care decision-making.
6.2a Apply principles of team dynamics, including team roles, to facilitate effective team functioning.
6.2c Engage in the work of the team as appropriate to one's scope of practice and competency.
6.3a Integrate the roles and responsibilities of healthcare professionals through interprofessional collaborative practice.
9.1a Apply principles of professional nursing ethics and human rights in patient care and professional situations.
9.1c Demonstrate ethical behaviors in practice.
9.2f Apply principles of therapeutic relationships and professional boundaries.
9.2g Communicate in a professional manner.
9.3d Take responsibility for one's roles, decisions, obligations, actions, and care outcomes.
9.5a Describe nursing's professional identity and contributions to the healthcare team.
Posted: August 27, 2024
Submitted by:
Priscilla Lopez, Assistant Professor, University of Bridgeport