– We always lift areas such as drug management and infection control. They are common themes regardless of specialization, says lecturer Orjan Lestander.
Understanding the consequences
The simulation at Luleå University of Technology has over the years evolved from practicing single steps to becoming more and more complex and involve several parts of the nurse's areas of expertise. Today everything is woved together into a realistic scenario where students are training patient cares all parts. The strength of the simulation is to make things visible and put them in to a proper context.
– In the simulation, students also get an understanding of what negligence means and what the consequences are for the patient. The understanding has never been revealed if we have not simulated, continues Örjan Lestander.
– Afterwards students ask why we do not do this more often. Most students are very nervous before the simulation, but after everybody wants to practice more, says lecturer Johanna Sundbaum.
Focuses on core competencies
In the simulation, nurse's core competencies are lifted. It is very clear what the simulation offer the educational moment. Emphasis is placed on the patient safe care, communication, teamwork and person-centered care.
– We have very clear purposes of the simulation, and it gives the students an increased awareness, which is incredibly valuable when they go out to work, says Johanna Sundbaum.
Even the students who watching the simulation is active. They are engaged by following a protocol and observe, for example, medication management and infection control during the simulation. It adds another dimension of learning, something that is unique in Sweden.
The result is that the teachers are talking less during the reflection and the students talks much more. In the reflection the discussion focuses on what was done well and what could be done better. The discussions provide additional knowledge in the learning process.
Patient case in different moments
This day some nursing students practise on a patient who has fallen with his bike and hurt his leg and head. The students are divided into three groups and the groups follow the patient through different caring stages.
– It's not the same to read in a book, as to do it in reality. The situation becomes very lifelike. It is worth gold to do simulation int the education, says Michaela Wallin, who isstudying the fifth semester of the nursing programme.
The simulation is conducted in the nursing program in term three and five, and in the program for the radiographer in term three. Even the Specialist Nursing programmes are using simulation in some courses.