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In simulation theory becomes practice

Published: 8 February 2016

The intensive care students have simulation on their schedule. Based on fictitious cases, they have discussed and practically translate their theoretical knowledge.

The  intensive care students have just been on their first clinical course in intensive care and has now begun the second semester of their education. During the first meeting at the University, a number of patient cases were simulated.

The first case was a man who had fallen ill with fever, had a loss of appetite and affected general condition, nasty "cold" and therefore arrive to the intensive care unit, ICU. Based on the instructions, some of the students act as if it was a real situation. The other classmates observe the situation in order to participate in the discussions afterwards.

Here are examples of the students' instructions:

He breaths actuated with dyspnea. Non-invasive ventilation is ordained. How and what do you do?
If this does not lead to improvement: when and using what criteria / observations do you base you judgement  for a possibel intubation? How do you make preparations? When can tracheostomy be an option and why? Cultivation response shows that the man has Influenza A, what does this mean? Base on this knowledge, how do you care for the patient? How do you protect other patients / relatives and yourself from being infected? Based on the patients prescriptions of medicine: why is he ordained this medicine? How are they administered? Are the dosages relevant? Calculate dosages. When you start your session, what measures and observations do you want to start with, and why? Ethical aspects? Related parties? Patient safety? Laws and regulations?

Similarly, the students also had to act as "heart-alarm group" when a woman had a cardiac arrest in another department. Thereafter, they had to receive and care for the woman in the ICU.

The last patient of the day was a woman who had fallen ill with acute lowering of consciousness and subarachnoid haemorrhage, and would be prepared for transport to Umeå.

– It was much appreciated to work together and discuss the case and possible solutions, the teacher Åsa Engström says, who led the day and patient cases with her colleague Ulrica Strömbäck.

Text and photo: Asa Engstrom


Ulrica Strömbäck

Ulrica Strömbäck, Senior Lecturer

Phone: +46 (0)920 492543
Organisation: Nursing, Nursing and Medical Technology, Department of Health, Education and Technology
Åsa Engström

Åsa Engström, Professor and Head of Subject

Phone: +46 (0)920 493875
Organisation: Nursing, Nursing and Medical Technology, Department of Health, Education and Technology