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CS188
Using Human Patient Simulators (HPS) to Increase Knowledge and Confidence in Recognition of and Response to ECG Rhythm
By: Diane Brown, The University of Akron, College of Nursing; Akron, OH
For further information, please contact: dbrown1@uakron.edu
Purpose: Novice critical care nurses and nursing students report that ECG recognition and treatments is one of the most difficult aspects of critical care nursing. The proficiency level in this area by the bedside nurse can have a serious effect on the patient’s outcomes.
Description: The setting of a non-threatening, no patient-risk lab as a learning environment, makes simulation techniques conducive to learning with lower levels of stress and higher levels of continuity among learners that can not be possible when depending on random clinical experiences among live patients. Clinical scenarios were developed to mimic common patient situations that require quick nursing recognition and response and applied to a HPS in a laboratory setting. Following didactic presentation of specific ECG rhythms and discussion of treatments, these clinical scenarios were played out with participants asked to respond to the HPS as a “real patient”. Each week a different group of rhythms were discussed, building in complexity, and ending the final session with a mock code scenario week five. Model medications, actual defibrillators, airways, IVs and documentation forms were utilized to make the experience as close to reality as possible. The participants completed a researcher-developed measurement tool to evaluate their perceived self-confidence and ECG-related knowledge both pre- and post-simulation. Using a Likert-type 5-point scale, students rated their self-confidence in the areas of ECG pertaining to: appropriate assessments, decision-making regarding appropriate interventions, use of electrical therapies, and recognition of rhythms.
Evaluation/outcomes: Mean scores of each item measured showed significant increases from the pre-simulation scores compared to post-simulation scores. This would indicate a significant positive effect among confidence and potentially knowledge levels in relationship to clinical reasoning in conjunction with ECG rhythms. Positive qualitative data was also gathered from participants indicating this method as a desirable teaching tool.
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