Yıl : 2019 Cilt : 27 Sayı : 3

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Example of a Simulation Design in Nursing Education: Safe Chemotherapy Administration

Open Access

Öz

Chemotherapy is one of the treatment methods increasingly used in cancer. In this article, we aimed to share our simulation experiences within the scope of the elective course of Cancer Nursing in the Nursing Internship (4th year) program in the process of teaching safe chemotherapy administration methods. Simulation-based experience should be designed to attain specified educational goals and expected results as best as possible. Scenario implementation is based on the criteria of the International Nursing Association for Clinical Simulation and Learning standards. A biologically safe drug preparation cabin in the drug preparation room of a simulation center was used, and a medium-fidelity mannequin-based simulator evaluating the vital signs was utilized as the simulator during the simulation implementation. In the patient history prepared within the scope of the scenario, the students were expected to achieve goals. An analysis was performed by a trainer who followed attentively the implementation during the scenario. In the analysis stage, sessions including 8–10 students were held using the Promoting Excellence and Reflective Learning in Simulation. A checklist was used to evaluate the skill steps of the students objectively. It is thought that this simulation scenario maintained in accordance with the standards of best practice of the International Nursing Association for Clinical Simulation and Learning would guide the readers. The simulation is considered to be an effective method for safe medications, and it is recommended to plan different scenarios according to the levels of students. Cite this article as: Uslu, Y., Ünver, V., Kocatepe, V., Karabacak, Ü. (2019). Example of a simulation design in nursing education: Safe chemotherapy administration. FNJN Florence Nightingale Journal of Nursing, 27(3), 304-313.

Anahtar Kelimeler

Nursing-education   safe-medication   simulation   simulation-based-experience   simulation-design  

Sorumlu Yazar

Yasemin Uslu

Kaynakça

  • Alinier, G. (2011). Developing high-fidelity health care simulation scenarios: A guide for educators and professionals. Simulation & Gaming, 42(1), 9-26.
  • Barbara J., S., Michelle L., A., Jane B., P., Leslie L. M., G., Andrea Parsons, S., Sharon I., D., & Lori, L. (2015). INACSL Standards of Best Practice for Simulation: Past, Present, and Future. Nursing Education Perspective, (5), 294.
  • Bartlett, J. (2015). A simulation template for a new simulation program. Clinical Simulation in Nursing, 11(11), 479-481.
  • Boztepe, H., & Terzioğlu, F. (2013). Skill assessment in nursing education. Journal of Anatolia Nursing and Health Sciences, 16(1).
  • Büyük, E. T., Güdek, E., Güney, Z., Yıldırım, S., & Akkoca, S. (2014). Chemotherapeutic drug administration mistakes experienced by nurses working in pediatric oncology units. Journal of Pediatric Research, 1(4), 207-211.
  • Chmil, J. V. (2016). Prebriefing in simulation-based learning experiences. Nurse
Daha Fazla Göster

Detaylar

DOI 10.5152/FNJN.2019.18081

Tam Metin (PDF)

Example of a Simulation Design in Nursing Education: Safe Chemotherapy Administration

Open Access

Öz

Chemotherapy is one of the treatment methods increasingly used in cancer. In this article, we aimed to share our simulation experiences within the scope of the elective course of Cancer Nursing in the Nursing Internship (4th year) program in the process of teaching safe chemotherapy administration methods. Simulation-based experience should be designed to attain specified educational goals and expected results as best as possible. Scenario implementation is based on the criteria of the International Nursing Association for Clinical Simulation and Learning standards. A biologically safe drug preparation cabin in the drug preparation room of a simulation center was used, and a medium-fidelity mannequin-based simulator evaluating the vital signs was utilized as the simulator during the simulation implementation. In the patient history prepared within the scope of the scenario, the students were expected to achieve goals. An analysis was performed by a trainer who followed attentively the implementation during the scenario. In the analysis stage, sessions including 8–10 students were held using the Promoting Excellence and Reflective Learning in Simulation. A checklist was used to evaluate the skill steps of the students objectively. It is thought that this simulation scenario maintained in accordance with the standards of best practice of the International Nursing Association for Clinical Simulation and Learning would guide the readers. The simulation is considered to be an effective method for safe medications, and it is recommended to plan different scenarios according to the levels of students. Cite this article as: Uslu, Y., Ünver, V., Kocatepe, V., Karabacak, Ü. (2019). Example of a simulation design in nursing education: Safe chemotherapy administration. FNJN Florence Nightingale Journal of Nursing, 27(3), 304-313.

Anahtar Kelimeler

Nursing-education   safe-medication   simulation   simulation-based-experience   simulation-design  

Sorumlu Yazar

Yasemin Uslu

Kaynakça

  • Alinier, G. (2011). Developing high-fidelity health care simulation scenarios: A guide for educators and professionals. Simulation & Gaming, 42(1), 9-26.
  • Barbara J., S., Michelle L., A., Jane B., P., Leslie L. M., G., Andrea Parsons, S., Sharon I., D., & Lori, L. (2015). INACSL Standards of Best Practice for Simulation: Past, Present, and Future. Nursing Education Perspective, (5), 294.
  • Bartlett, J. (2015). A simulation template for a new simulation program. Clinical Simulation in Nursing, 11(11), 479-481.
  • Boztepe, H., & Terzioğlu, F. (2013). Skill assessment in nursing education. Journal of Anatolia Nursing and Health Sciences, 16(1).
  • Büyük, E. T., Güdek, E., Güney, Z., Yıldırım, S., & Akkoca, S. (2014). Chemotherapeutic drug administration mistakes experienced by nurses working in pediatric oncology units. Journal of Pediatric Research, 1(4), 207-211.
  • Chmil, J. V. (2016). Prebriefing in simulation-based learning experiences. Nurse
Daha Fazla Göster

Detaylar

DOI 10.5152/FNJN.2019.18081

Tam Metin (PDF)