Simulation Learning Center Manual The Judith Balcerski and Wallace Gilroy Simulation Learning Center Simulation Learning Center Manual 2020-2021 The Judith Balcerski and Wallace Gilroy Simulation Learning Center Second Floor Wiegand Building 11300 NE 2nd Ave Miami Shores, FL. (305)899-3800 Students and faculty are expected to be knowledgeable as to the contents of these publications, which are available to students and faculty via Barry Intranet and Internet sites. Faculty and administration reserve the right to make changes to this document as needed. Students will be notified if substantive changes are made.
Welcome Dear Faculty, Staff, and Students, Welcome to the College of Nursing & Health Sciences and the Simulation Learning Center (SLC)! We hope your educational journey will be both challenging and rewarding. The purpose of this Manual is to communicate important information about policies, procedures, and guidelines for the SLC. Policies and procedures detailed in this Manual are consistent with standards of best practice in simulation published by the International Nursing Association for Clinical Simulation and Learning (INACSL) in 2016. Faculty, staff, and students are responsible for being familiar with information contained in this Manual.
Failure to read this Manual and related sources will not excuse faculty, staff or students from abiding by policies and procedures described in them. The College of Nursing & Health Sciences and the faculty and staff of the SLC reserve the right to make changes to its policies and procedures and other information contained within this Manual as considered appropriate and necessary. The information in this Manual is intended to supplement the information contained in the 2018-2019 Barry University College of Nursing and Health Sciences Undergraduate Nursing Student Handbook for the traditional, accelerated, and RN-BSN Programs. This Handbook can be accessed at www.edu and on Canvas, on the Nursing Central Webpage.
This Manual will be reviewed annually and revised as needed. All changes will be communicated promptly. Suggestions regarding clarification or addition of topics are welcome. Best Regards, Shani Marks Director of Simulation CNHS Tatiana Rodriguez Operations Manager Barry University College of Nursing & Health Sciences 2 TABLE OF CONTENTS Overview Introduction to the University.
6 Mission of the University. 6 University Core Commitments. 7 Simulation Learning Center Mission and Vision……………………………………………………………………………………… 7 General Description…………………………………………………………………………………… 8 Description of Physical Space………………………………………………………………………. 8 Simulation Learning Center Advisory Committee……………………………………………….
8 Faculty/Staff Qualifications…………………………………………………………………………. 8 Hours of Operation……………………………………………………………………………………. 9 Attendance/Lateness/Absenteeism……………………………………………………………… 9 Scheduling Missed Labs and Student Remediation…………………………………………….12 Food and Drink Policy………………………………………………………………………………….12 Dress Code/Uniform Policy……………………………………………………………………………12 Transportation………………………………………………………………………………………… 12 COVID-19 Protocols…………………………………………………………………………………… 13 Exposure to Blood Borne Pathogens……………………………………………………………….16 Religious Accommodations………………………………………………………………………… 19 Availability of Forms and Manual……………………………………………………………………19 Severe Storm/Hurricane Emergency Preparation……………………………………………….19 Simulation-Based Learning Simulation Designs……………………………………………………………………………… 21 Student and Faculty Learning Needs Assessment………………………………………… 22 Simulation/Debriefing Session Student Evaluations……………………………………… 22 Lab Faculty Evaluations by Course Coordinator…………………………………………. 22 Mandatory Training and Evaluation for Simulation Faculty……………………………… 22 Simulation Session Faculty Evaluations……………………………………………………… 23 Student and Faculty Evaluation of Simulation Learning Center Services………………23 3 Scheduling Lab Activities and Simulations…………………………………………………… 23 Role of the SLC Tech………………………………………………………………………………23 Budget……………………………………………………………………………………………….24 Maintenance and Troubleshooting of Equipment………………………………………….24 Confidentiality and Consent Form…………………………………………………………….27 Appendices Appendix A: SLC Referral Form Appendix B: CNHS Critical Incident Form Appendix C: Simulation Design Template Appendix D: Student Learning Needs Assessment-OB Appendix E: Student Learning Needs Assessment-Pediatrics Appendix F: Student Learning Needs Assessment Adult/Elderly I Appendix G: Student Learning Needs Assessment Adult/Elderly II Appendix H: Student Learning Needs Assessment High Acuity Appendix I: Faculty Learning Needs Assessment Appendix J: Debriefing Assessment for Simulation in Healthcare (DASH) Student Version Appendix K: Coordinator Evaluation Tool-Adjunct Faculty Appendix L: Debriefing Assessment for Simulation in Healthcare (DASH) Score Sheet Appendix M: Debriefing Assessment for Simulation in Healthcare (DASH) Instructor Version Appendix N: Student Evaluation Tool-Lab Faculty and SLC Services Appendix O: Faculty Evaluation Tool SLC Services Appendix P: SLC Resource Request Form Appendix Q: Simulation Confidentiality and Consent Form Appendix R: SLC Skills Lab Protocols Appendix S: Barry University COVID-19 Daily Symptom Self-Checker Reference: 4 International Nursing Association for Clinical Simulation and Learning (INACSL)(2016).
INACSL standards of best practice: Simulation. Clinical Simulation in Nursing, 12, S5-S12. 5 Overview Introduction to Barry University Barry University has a long history of preparing compassionate health care practitioners who are committed to excellence in practice. In 2008, the faculty and administration united select biological, biomedical, and health care professional courses and programs to create the College of Health Sciences.
In 2014, College of Health Sciences was renamed the College of Nursing and Health Sciences to affirm the composition of the College's programs and the collaborative nature of our disciplines. The College provides students with a vibrant academic environment that supports an inclusive community. Our graduate programs encourage faculty and students to explore ideas and solve professional problems as a scholarly community. The purpose of the College of Nursing & Health Sciences is to provide high quality education that will prepare competent, thoughtful, ethical, and compassionate health professionals and scientists both within the U.
and at the international level. This is accomplished within a caring environment supportive of the religious dimension of the University. The College also provides biological and biomedical science courses for students from other academic disciplines as part of a liberal education. With the knowledge that the world and human needs are constantly changing, the goals of the College of Nursing & Health Sciences are to: 1.
Provide a liberal and professional education in the biological, biomedical and health sciences to a diverse student body within an environment that fosters self- directed analytical thinking and a commitment to life-long learning and scholarship. Offer didactic, laboratory, simulation, and practicum courses and other educational experiences that meet the requirements of Barry University and of entrance into professions and professional programs. Foster a sense of ethical and social responsibility through collaborative service- learning opportunities. We respect the diversity of our students and their desire to make meaningful contributions locally, nationally and internationally.
Mission of the University Barry University is a Catholic institution of higher education founded in 1940 by the Adrian Dominican Sisters. Grounded in the liberal arts tradition, Barry University is a 6 scholarly community committed to the highest academic standards in undergraduate, graduate and professional education. In the Catholic intellectual tradition, integration of study, reflection and action inform the intellectual life. Faithful to this tradition, a Barry education and university experience foster individual and communal transformation where learning leads to knowledge and truth, reflection leads to informed action, and a commitment to social justice leads to collaborative service.
Barry University provides opportunities for affirming our Catholic identity, Dominican heritage, and collegiate traditions. Catholic beliefs and values are enriched by ecumenical and interfaith dialog. Through worship and ritual, we celebrate our religious identity while remaining a University community where all are welcome. University Core Commitments Catholic intellectual and religious traditions guide us in the fulfillment of our mission.
The mission and values of the Adrian Dominican Sisters serve as the inspiration for our core commitments. Knowledge and Truth Barry promotes and supports the intellectual life, emphasizing life-long learning, growth and development. The University pursues scholarly and critical analysis of fundamental questions of the human experience. In the pursuit of truth, the University advances development of solutions that promote the common good and a more humane and just society.
Inclusive Community Barry is a global, inclusive community characterized by interdependence, dignity and equality, compassion and respect for self and others. Embracing a global world view, the University nurtures and values cultural, social and intellectual diversity, and welcomes faculty, staff, and students of all faith traditions. Social Justice Barry expects all members of our community to accept social responsibility to foster peace and nonviolence, to strive for equality, to recognize the sacredness of Earth, and to engage in meaningful efforts toward social change. The University promotes social justice through teaching, research and service.
Collaborative Service Barry is committed to serving local and global communities through collaborative and mutually productive partnerships. The University accepts responsibility to engage with communities to pursue systemic, self- sustaining solutions to human, social, economic and environmental problems. Simulation Learning Center (SLC) Mission and Vision Simulation is a teaching/learning strategy or technique designed to replace or enhance real life experiences with guided experiences that mimic substantial aspects of the real world in which students can fully engage in an exciting and interactive manner. The mission of the SLC is congruent with the mission and vision 7 of the University and its many colleges and schools.
We strive to provide innovative pedagogies to expand and nurture the competence, expertise, and passion for caring of its learners. Our vision is to prepare and educate future leaders in healthcare through transformative, collaborative, and interprofessional hands-on clinical experiences using cutting-edge active learning technologies. We also strive to incorporate simulation-based learning into the nursing curriculum at all levels with a focus on patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety and information, and grounded in the values of the Adrian Dominican educational mission. General Description The SLC at Barry University provides space, equipment, supplies and instructor support to serve the learning needs of nursing students and students of other disciplines as needed.
The purpose of the SLC is to provide a safe, nurturing and non-threatening learning environment for all Barry students so they may develop clinical skills and clinical reasoning abilities through experiential learning. Students are expected to behave in a professional manner during all SLC activities. To maintain the SLC as a place which is conducive to student learning, we ask all students to abide by policies pertaining to the use of the equipment and SLC space. Students are expected to behave in a professional manner always.
Students are held to the high standards of behavior and conduct in alignment with University policies and procedures and those of all its respective schools and colleges. Violators will be given an initial warning. Repeated occurrences may result in the student from being prevented from using SLC facilities. Description of Physical Space The SLC is physically located on the second floor of the Wiegand Building.
The SLC houses a main lab area for student lab and practice activities, storage space, a double sink, and four simulated hospital bays with patient simulators. There are also two high fidelity simulation rooms each with their own control rooms. The high fidelity simulation rooms may be run simultaneously and there is one debriefing area immediately outside these high-fidelity simulation rooms. Simulation Learning Center Advisory Committee The SLC Advisory Committee is composed of the Chairperson and SLC Coordinator, the SLC Operations Manager, the Nursing Skills Coordinator, faculty representation from the undergraduate and graduate nursing programs, and nursing student body representation.
The members of the SLC Advisory Committee provide input into the fiscal, human, and material resources needed to support all simulation activities in the SLC. This Committee reports to and brings information and feedback to the Undergraduate Nursing Program Director and the undergraduate nursing faculty monthly. The SLC Advisory Committee also addresses current and future challenges in experiential learning and pedagogy as it pertains to the Barry University Nursing curriculum. 8 Faculty/Staff Qualifications The SLC Coordinator is an RN with a minimum of an MS/MSN degree and extensive experience in the effective use of simulation-based techniques in healthcare education.
The SLC Coordinator ideally will be certified in Healthcare Simulation Education (CHSE). The Operations Manager has a minimum of a bachelor’s degree in science or a health science-related field. Certification as a Healthcare Simulation Operations Specialist (CHSOS) is preferred. The Nursing Skills Coordinator is an experienced RN able to utilize and incorporate simulation-based learning and active teaching/learning strategies in the education of adult learners and to provide effective coaching and mentoring to students.
Hours of Operation The SLC can be accessed during regular operating hours, Monday-Friday, 8 AM – 4 PM. Extended hours can be scheduled outside of those hours if a designated staff/faculty member or other individual(s) approved by the Operations Manager is/are present. The SLC has open lab hours to facilitate student practice of clinical nursing skills. Open lab hours are posted or emailed to students each semester.