{"id":32196,"date":"2023-09-26T16:50:24","date_gmt":"2023-09-26T21:50:24","guid":{"rendered":"https:\/\/blogs.und.edu\/und-today\/?p=32196"},"modified":"2023-09-27T09:47:30","modified_gmt":"2023-09-27T14:47:30","slug":"sim-labs-train-future-doctors-and-nurses","status":"publish","type":"post","link":"https:\/\/blogs.und.edu\/und-today\/2023\/09\/sim-labs-train-future-doctors-and-nurses\/","title":{"rendered":"Sim labs train future doctors and nurses"},"content":{"rendered":"

State-of-the-art simulation labs \u2014 some of them unique in the country \u2014 help UND health care students hone their skills<\/strong><\/p>\n

\"nursing
A College of Nursing and Professional Disciplines student practices preparing a manikin arm for an IV in class. Photo by Walter Criswell\/UND Today.<\/figcaption><\/figure>\n

Health care practices are evolving, as are the tools that health care professionals use to mitigate life-threatening situations. And with that in mind, the education of health care professionals also is changing with the fast-moving times.<\/p>\n

Those trends are clear at UND\u2019s College of Nursing and Profession Disciplines<\/a><\/strong> and School of Medicine and Health Sciences<\/a><\/strong>, both of which are embracing innovative approaches to health care training. During the week of Sept. 18, the schools offered tours that showcased these changes for the community.<\/p>\n

Simulations make the difference<\/h2>\n

\u201cSimulation has just kind of exploded for us,\u201d said Nancy Geske-Larson<\/a><\/strong>, the simulation manager of CNPD\u2019s simulation labs. \u201cEspecially in rural settings, where it\u2019s much harder for students to get immediate hands-on experiences. Simulations have offered the chance for them to get practice that they can apply in real-world settings.\u201d<\/p>\n

Geske-Larson, who helps to facilitate a variety of simulations at CNPD\u2019s lab, says that the college has been integrating \u201csims\u201d into much of their students\u2019 curriculum, from their first year to their final.<\/p>\n

Just this fall, for example, the college introduced an AI-powered program called SimConverse into first-year courses. The program allows students to practice conversing with patients and provides automatic feedback that students can learn from.<\/p>\n

These days, simulation facilities can re-create almost anything imaginable. An infant struggling to breathe, a patient suffering from a head injury \u2014 these and countless other conditions can be simulated using standardized patients, manikins and anatomical models of the human body and its organs. Some exercises blend all these mediums to achieve the greatest realism possible.<\/p>\n

\"\"
A high-fidelity manikin of a small boy can talk, make faces and move its arms and legs. Photo by Walter Criswell\/UND Today.<\/figcaption><\/figure>\n

Geske-Larson says that CNPD has stayed up to date with research to ensure that the simulations are realistic experiences and quality educational tools.<\/p>\n

\u201cThere has been a lot of research done by the Society for Simulation Healthcare, and they found that training students in simulations prepares students for those high-stress situations in clinical settings,\u201d she said.<\/p>\n

SimCoverse is just the newest addition to CNPD\u2019s suite of simulated experiences, including birthing manikins and smaller ones whose chests rise and fall to the pattern of the infant\u2019s breathing, thus helping students learn how to identify a problem.<\/p>\n

The manikins range from low-fidelity models that remain static as students learn how to work with different parts of the body, to high-fidelity models that respond dynamically with voices, facial expressions, and the ability to make parts of their bodies move, controlled remotely via computer or tablet from the sim lab\u2019s control room.<\/p>\n

Ellen Steidl<\/a><\/strong>, the director of CNPD\u2019s simulation labs, said the college\u2019s simulations were designed to introduce students to everyday practices such as finding veins and talking to patients, and in high-stress, high-acuity situations, where mistakes won\u2019t have severe consequences.<\/p>\n

\u201cIn the lab, we have an intensive care simulation with a baby that\u2019s really sick, so you\u2019re trying to treat that while an actor who plays a concerned parent talks to you and asks you a million questions,\u201d Steidl said. \u201cThat\u2019s a really stressful situation that can bring out fear and anxiety, but you can learn to juggle everything with the right training.\u201d<\/p>\n

Steidl noted that simulations like this aren\u2019t necessarily to see if the student can handle situations perfectly. The sim lab staff\u2019s goal is to immerse the students in a situation so the students can find out what\u2019s working for them and what\u2019s not. The high-stress, low-risk atmosphere makes simulations ideal places for learning lessons that will stay with the students throughout their careers.<\/p>\n

\u201cI always tell students that even if they make a mistake during a simulation, like miscalculating a dosage and giving a patient twice as much medication as they should have, they\u2019re not going to hurt a computer,\u201d she said. \u201cEven if it\u2019s not real, it\u2019s going to stick with them, and they\u2019ll pay more attention when they\u2019re doing it for real.\u201d<\/p>\n

Importantly, Steidl and Geske-Larson said they hold debrief sessions after every simulation. At these sessions, students can sit down with their instructors and peers and reflect on what they did well and their mistakes.<\/p>\n

\u201cThe actual simulations only take 20 to 25 minutes, but the debriefing sessions can take up to an hour,\u201d said Geske-Larson. \u201cThere is research that shows that the debrief is where a lot of the learning takes place. There\u2019s a lot of stress and nerves when you\u2019re handling these situations for the first time, but when you have the chance to talk it through, things start to make sense.\u201d<\/p>\n

The manikins have impressive features to ensure that simulations are as detailed and realistic as possible. The highest fidelity models can talk, follow students with their eyes, and have their limbs detached so technicians can replicate the appearance of bruises or lacerations.<\/p>\n

\"tim
Tim Shea shows a model he made of silicone and foam. This particular model is used to teach students about \u201cnose flaps,\u201d a surgery performed to replace the tip of the nose. Photo by Walter Criswell\/UND Today.<\/figcaption><\/figure>\n

Tim Shea makes magic at SMHS<\/h2>\n

Tim Shea<\/a><\/strong>, an operations specialist for SMHS\u2019s Simulation Center<\/a><\/strong>, said the customization of the manikins has allowed him to create arms, legs, torsos and heads that suit almost any scenario imaginable.<\/p>\n

Shea, who is one of only about 40 educators in the world to hold a Certified Health Care Simulation Operations Specialist-Advanced (CHSOS-A) designation, says he\u2019s used his experience as a paramedic to create realistic-looking models of wounds, lesions and bruises for students to practice their skills on.<\/p>\n

While some of the things Shea makes end up on manikin bodies, he also makes small silicone models that mimic human skin\u2019s approximate toughness and texture. These models are ideal for practicing packing and sewing deep lacerations or inserting intraosseous (entering through the bone) needles for delivering medications or retrieving samples for lab tests.<\/p>\n

Shea said he initially began offering simulation lab \u201chappy hours,\u201d during which students would get extra practice in skills such as intubation and resuscitation. These happy hours became so popular that Shea started coordinating mandatory \u201cskill bootcamps\u201d for students preparing to enter their clinical rotations.<\/p>\n

\u201cThis is when the students get to learn a lot of those hands-on skills,\u201d Shea said. \u201cYou can learn from a PowerPoint about what to do for a vomiting patient whose airway is getting blocked, but until you\u2019re confronted by that in real life and everything is happening all at once, you don\u2019t know how you\u2019re going to react.<\/p>\n

\u201cI\u2019ve had students come up to me and tell me that they were so nervous while they were learning about these situations in the classroom,\u201d he continued. \u201cBut when they got around to doing it at the simulation center, it took all that fear away.\u201d<\/p>\n

The Sim Center\u2019s operating costs are low compared to other facilities with similar capabilities, says Shea. This is largely because Shea and other staff members make many of their own models and use donated and recycled equipment and materials. Their resourcefulness also has allowed them to make models for specialty procedures such as nose flaps and intraosseous (through the bone) injections.<\/p>\n

\"Tawni
Tawni Harvala gives a tour of one of SIM-ND\u2019s trailers. They are fully stocked with equipment including mock medications, medical devices and instructional tools. Photo by Walter Criswell\/UND Today.<\/figcaption><\/figure>\n

Advanced spaces on campus and off<\/h2>\n

Aside from manikins and models, both SMHS and CNPD have unique and adaptable spaces in their simulation labs. SHMS, for example, has an area that can function as both a standard office with one or two beds and a larger operating room in which students learn how to move and act safely.<\/p>\n

The rooms are, in effect, fully functional. Some things, such as the nurse call buttons attached to the hospital beds, don\u2019t need to work for the scenarios that are run, but most aspects work how they would in an actual hospital room.<\/p>\n

Instructors and operators in the control room can adjust on the fly or talk to students through a PA system. This helps keep students on track if they make a mistake or need guidance about next steps in a simulation.<\/p>\n

The simulation innovation extends beyond campus as well. UND also owns and jointly operates a fleet of four mobile simulation labs for the Simulation in Motion-North Dakota program. These labs are built into trailers and can be driven across the state to educate and train health care workers in rural hospitals.<\/p>\n

The trailers feature a fully operational emergency room and control center like the ones found in the buildings on campus, as well as a simulated ambulance experience, which allows facilitators to simulate events such as ambulance crashes, complete with headgear and goggles designed to replicate the feeling of a head injury.<\/p>\n

\u201cWe partner with Altru in Grand Forks and Sanford and Essentia in Fargo to bring these across the state, in order to train rural health care and emergency medical service professionals,\u201d said Tawni Harvala<\/a><\/strong>, simulation education and mobile specialist for UND Simulation Center.<\/p>\n

\u201cIt\u2019s a major benefit because we\u2019re getting current paramedics and nurses training health care workers. They\u2019re still in it, they know what they\u2019re doing, and they have the chance to make those connections with rural health care workers. Everyone is excited to train in these spaces.\u201d<\/p>\n

UND labs leading the way<\/h2>\n

UND\u2019s sim labs have prompted educators nationwide to ask how the University has maintained such high-quality environments with low overhead, Shea said. He\u2019s excited to see further developments in health care simulations as technologies become more advanced and accessible.<\/p>\n

The popularization of 3D printing, for example, is helping surgeons make exact replicas of organs they\u2019ll be operating on before surgery. The technology could be on the horizon for UND\u2019s labs, but for now, Shea and his team are content to work with silicone molds and plastic manikins.<\/p>\n

\u201cI really enjoy this work,\u201d he said. \u201cI worked at Altru for 35 years, and my firm belief \u2014 how I\u2019ve come to do my work \u2014 is that I\u2019m not young anymore, and I need to train the people who will take care of me when I need it.\u201d<\/p>\n

****<\/p>\n

>>\u00a0QUESTIONS OR COMMENTS<\/strong> about the UND LEADS Strategic Plan<\/a><\/strong>? Your thoughts are welcome! Please contact Angie Carpenter<\/a><\/strong>, UND\u2019s director of Special Student Populations, and\/or Ryan Zerr<\/a><\/strong>, associate vice president for Strategy & Implementation, the co-chairs of the UND LEADS Implementation Committee.<\/p>\n

You also may offer your thoughts by visiting the UND LEADS Strategic Plan home page<\/a><\/strong> and clicking on the \u201cProvide your feedback\u201d link that you\u2019ll find there.<\/p>\n

Thank you for your support of the UND LEADS Strategic Plan!<\/p>\n","protected":false},"excerpt":{"rendered":"

State-of-the-art simulation labs \u2014 some of them unique in the country \u2014 help UND health care students hone their skills<\/p>\n","protected":false},"author":17,"featured_media":32211,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[2],"tags":[23,1125,22],"class_list":["post-32196","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-around-und","tag-nursing","tag-learning","tag-med"],"acf":[],"yoast_head":"\nSim labs train future doctors and nurses - UND Today<\/title>\n<meta name=\"description\" content=\"State-of-the-art simulation labs \u2014 some of them unique in the country \u2014 help UND health care students hone their skills\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.und.edu\/und-today\/2023\/09\/sim-labs-train-future-doctors-and-nurses\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Sim labs train future doctors and nurses - 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