The ThORPIE model: an outcome focused model of integrating high fidelity simulation into an undergraduate nursing curriculum
Conference Contribution ResearchOnline@JCUAbstract
Adequate 'behind the scenes' preparation is often viewed as being critical to the success of high fidelity simulation (Arthur, Levett-Jones, & Kable, 2013; Maas & Flood, 2011). Preparation elements frequently cited include: setting the scene, briefing the faculty, rehearsing the scenario, and the briefing of the participants prior to entering the simulation. This may be acceptable in vocational based simulations as it is assumed the participants already possess a wealth of clinical experience that will influence their performance during the simulation (think novice to expert). However, this 'assumed' knowledge and skill set is unlikely to be replicated or evident in undergraduate health professional students. Consequently, the degree of immersion during the high fidelity simulation is arguably threatened due to factors such as unrealistic performance criteria, ineptitude and loss of self-confidence. Alternatively, this lack of prerequisite knowledge, skills and clinical reasoning may result in the session being perceived as merely a 'fun' learning activity wherein only superficial learning has been encouraged. In order to address this problem, this presentation will describe an innovative approach that offers meaningful simulation experiences during which deep learning is fostered within undergraduate nursing programs. This model is thought to improve the work readiness of graduates via minimising the theory/practice gap that exists in undergraduate healthcare curricula.
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SimHealth 2014
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978-0-9808099-9-2
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1
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Adelaide, SA, Australia
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Simulation Australasia
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Adelaide, SA, Australia
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