#medicaleducation

My "Realism in Clinical Scenarios" Soapbox…

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As recently as in the past few months, I again observed a mock emergency response scenario, and I kid you not - they taped/wrapped IV tubing to the manikin arm saying, “IV started”.

I’m a veteran emergency nurse and educator, an inventor of wearable vascular access products, and I am “a tough stick” when it comes to IVs. That said, here we go…

That kind of limitation, the lack of realism, extends the gap between what we prepare them to do and what they will actually experience regardless of their status as soon-to-be new providers or salty old veterans.

That simple omission feels awfully close to a “pretend you started the IV” situation and we DO NOT PRETEND in clinical simulation.

“In the simulation, it is important to make a simulation experience as real as possible.  This is accomplished primarily by having the students perform the task and not just pretend to do it,” shared S. Howard, Ph.D., RN, CHSE, in “Increasing Fidelity and Realism in Simulation”, 2018, LWW.com.

C. Kroboth, NRP, CCEMT-P, LT, Fairfax County Fire and Rescue adds, “Don’t cut corners here; it’s nearly impossible for students to “imagine” or “pretend” that certain stimuli are present in the simulation when they’re not. Take advantage of all the resources at your disposal using simulated smells, moulage, and even recorded sounds, so that these sensory elements are familiar when they encounter them in the field.”

Of course, there’s always an exception, like when the provider is in a hospital/clinic setting scenario and the patients would have established IVs … but not in an external emergency or disaster situation. The percentage of the population walking around with an established IV is, I’m sure, quite small.

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To be fair - I must also include a sincere thank you to those of you who consistently try to maintain the highest level of realism in scenarios - you know who you are.

There are a variety of wearable products to increase the clinical realism of SPs (our ReaLifeSim products would be some of them), plus manikins that can be programmed to do nearly everything.

Let’s keep it real people - so we don’t do a disservice to those we’re teaching.

Emotional Resilience

Traumatic stress. Compassion stress. Physical stress. Social stress.

Regardless of their place on the responder spectrum of care, everyone from hospice nurse to combat medic can become victims, affected by the incidents to which they respond, day in and day out.

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It’s been said that people in other careers dream about retirement while First Responders just dream of surviving. The environmental stressors and trauma routinely confronted by medical professionals and emergency responders affect their emotions, decisions and actions and we are doing better to prepare the next generations of providers.

From “The Importance of Emotional Resilience for Staff and Students in the ‘Helping’ Professions: Developing an Emotional Curriculum”, L. Grant, Prof of Social Work and G. Kinman, Prof of Occupational Health Psychology, Univ of Bedfordshire, “Educators need to prepare students for the realities of caring work and encourage them to be assertive in seeking out the support they require to protect their own wellbeing, to advocate for working conditions which optimize the wellbeing of their patients and clients.”

The summer conferences are providing a variety of clinical challenges from simulated complicated childbirths to simulated mass casualty scenes taken from the headlines.

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Realism in clinical simulation practice is helping them to identify what they feel and why they are feeling it - in a safe environment, supported by facilitators, instructors, and peers.  

We must continue to provide effective learning experiences that are immersive - simulating a “real-life” situation that can engage the learners’ senses, emotions, thinking, and behavior.

Bringing Wearable Sim Products for Italian Emergency Medical, Healthcare, and Animal Health Communities

Business Update    

ReaLifeSim Teams with SoFraPa Healthcare

Innovative Simulation Solutions for Italian Emergency Medical, Healthcare, and Animal Health Communities

 

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ReaLifeSim and SoFraPa Healthcare announced they’re working together to increase opportunities for students and practitioners in Italy’s emergency medical, healthcare, and animal health communities to experience more realistic and immersive education and training.

“We are pleased to welcome SoFraPa Healthcare to our network of collaborators who share the same view regarding the growing importance of simulation and immersive training scenarios to raise the level of learner competence and confidence, improving patient care and safety,” explained Elizabeth Benson, co-founder and CEO of ReaLifeSim, LLC.

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SoFraPa Healthcare, based in Florence, leads Italy in the distribution of basic and advanced educational manikins and medical simulators for training in the field of medical emergency and safety. ReaLifeSim will join other top brands distributed by SoFraPa such as Ruth Lee, BT Inc, ActFast, iSimulate and other leaders in the field of medical simulation.

I believe it can change the approach to medical simulation in Italy. 

When explaining SoFraPa’s interest in bringing ReaLifeSim to the Italian healthcare community, company owner, Paolo Innocenti, said it was because, “…(ReaLifeSim) can be used on manikins and real people, it is effective at allowing students to experience the anxiety and stress they will encounter in a real-life scenario, and its accessibility will help improve the quality of treatment and service that will be offered to patients by future Italian doctors and nurses.” “I believe it can change the approach to medical simulation in Italy,” Innocenti added. 

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ReaLifeSim is a leading wearable IV trainer, with improved realism and portability, objective assessment of skills performance with the App, and inclusion of human factors in IV training. Experts choose ReaLifeSim for their challenging scenarios!

Globally utilized ReaLifeSim & VetReaLifeSim hybrid wearable products provide safe, risk-free, immersive learning by creating a realistic platform to work under the pressure of practicing on real people/real animals or manikins.

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ReaLifeSim, LLC, a disruptively innovative company, has been earning industry recognition as a Top 10 Healthcare Simulation Solution Provider for 2018 by Healthcare Tech Outlook Magazine and a Top 12 Company in Patient Safety Advocacy by Medical Training Magazine.

ReaLifeSim, LLC, is a wholly-owned subsidiary of B&G Educational Innovations, LLC, (BGEI).

For more information:

www.sofrapa.it

www.realifesim.net

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Leading the Way With Measurable Skills Competency - ReaLifeSim IV Trainers

Competency-Based Training and Assessment 

"Competency-based medical education (CBME) incorporates hands-on, active education focused on mastery of key competencies that ensure learners develop the skills required to fulfill patients’ needs." 

We often think of clinical competence in relation to demonstrated skills and confidence is achieved with the attainment of skill. This is an essential combination in the field of healthcare where competence in hands-on skills and the confidence to perform necessary procedures or interventions may have life or death consequences. 

As educators, we always strive to provide the latest and best for our students. So, it comes as no surprise, a new paradigm in simulation education is shaping up with a focus on measurable competency measures. 

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1st and Only Task-trainer to Objectively Measure Skills Performance

ReaLifeSim is a leader in competency based training and assessment. Patented embedded sensors in #ReaLifeSim products with #RLSimApp record, save, & store individual skills performance for hands-on IV catheter insertion, plus interpersonal communication.

ReaLifeSim IV trainers with App provide the opportunity for self and peer assessment promoting active involvement, as well as traditional instructor guidance and evaluation. 

How does ReaLifeSim help with competency based training and assessment?

  • Provides immediate, objective, clinical hands-on skills assessment 
  • Provides immediate, objective, interpersonal communication skills assessment 
  • Improves both practical and interpersonal training methodologies
  • Improves healthcare student practice and skill set development
  • Provides tracking and monitoring of measurable competency outcomes
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The Shift to Competency-Based Medical Education

"As a simulation professional, you’re probably already aware of the major changes occurring in clinical education. Traditional classroom learning has migrated to hands-on, active education focused on mastery of key competencies—skills that enable a learner to successfully and efficiently complete a task.

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Medical schools have been quick to begin deploying this competency-based educational model, and the pharmacy, nursing, and allied health fields are developing similar curriculum approaches. But what is competency-based medical education? What challenges does it create for educators? What tools are available to help manage and monitor the associated data? 

A paradigm shift in medical education has emerged to educate the next generation of physicians. Traditional structure/process education has transitioned to a competency-based medical education (CBME) approach that is focused on outcomes and learner achievement.

Key to this are entrustment decisions based on continuous, longitudinal performance assessments from multiple assessors. CBME also incorporates hands-on, active education focused on mastery of key competencies that ensure learners develop the skills required to fulfill patients’ needs."  The above CBME content is courtesy of Gwen Wille, Content Marketing Manager at EMS and Lance Baily, HealthySimulation.com

 https://www.healthysimulation.com/15757/the-shift-to-competency-based-medical-education-what-you-need-to-know/