Session 3B: Peer learning and simulation

Moderator: Marie Iwarzon

Interprofessionell virtuell patient modell för studenter i primärvården

Bakgrund
En spridd struktur som det är i primärvården kan försvåra det för studenterna att lära sig med, från och om varandra. Interprofessionell virtuell patient (VP) modell kan facilitera lärandet för studenter i primärvården. I en virtuell miljö kan studenterna träna olika färdigheter i en trygg och säker miljö utan rädsla för patientsäkerhet. I det här projektet involveras studenter från fem olika utbildningsprogram. Vår interprofessionella VP modell är baserad på ett riktigt patientfall där en äldre person behöver hjälp i hemmet.
Syfte
Att utveckla en interprofessionell VP modell för studenter i primärvården
Metod
Systemet som används för att konstruera den virtuella patienten kallas för BSAsim. Studenterna har möjlighet att formulera sina lärandemål i fri text. Det finns korta filmsekvenser som studenterna kan titta på när olika professioner besökte patienten i hemmet. Modellen ger studenterna möjlighet att när som helst gå tillbaka för diskussion eller reflektion.
Resultat
Den interprofessionella VPn har upprepade lärandecykler. Studenterna samlar in fakta i form av en didaktisk inventering av sina egna lärandemål och kunskapsbehov, får konkreta upplevelser i form av filmsekvenserna om patienten och där medarbetare från olika professioner i primärvården medverkar, får kommentarer från lärare som är formulerade i förväg och studenterna resonerar kliniskt och reflekterar i slutet av de upprepade lärandecyklerna. Studenterna interagerar med andra professioner i varje lärandecykel. I sista steget i VP modellen får studenterna tillsammans som en avslutning göra en vårdplan för patienten.
Konklusion
Den interprofessionella VP modellen kan vara stödjande i lärandet i den spridda strukturen i primärvården.

Name of author/athors: Tran, Carrie; Eva T-P; Kaila, Päivi; Fors, Uno; Salminen, Helena
Working title: RN, District nurse
University/College/Hospital: Karolinska Institutet
Department: Neurobiology, Care Sciences and Society
Section: Division of Family medicine.
Contact info: carrie.tran@ki.se

Implementation of a two-step simulation based examination of professional competence in nursing education

There is an on-going debate if nursing students meet the formal requirements regarding professional competences and qualifications required for registration.  A well-conducted final examination where students’ knowledge and clinical skills are assured has been proposed as a way to obtain an overall picture of students’ competences.
The nursing programme have developed and implemented a two-step examination of professional competence for final year nursing students. The clinical part consists of a patient simulation with a computerized mannequin, where students in pairs take care of a patient with complex caring needs. The written examination is computerized and consists of three different patient cases including one virtual patient.
Six hundred students have completed the examination. From the perspective of students, their professional identity and confidence is perceived as increased when challenged and examined on defined competencies needed for their future profession. From the perspective of faculty, this examination provides an overall picture of the students’ level of knowledge, and ability to convert knowledge into evidence-based and patient-related nursing care.
From the perspectives of students and faculty, this  model for integrated  examination of professional nursing competence reflects the national requirements,  offers similar and equitable examination conditions for all students, is cost- and resource effective, offers opportunity for students to identify further learning needs, and combines examination with learning.
This examination is beneficial in assessing students’ skills, knowledge and ability to clinical reasoning in a fair, unbiased and efficient way.
This format of examination addresses academic, clinical and logistic goals for nursing education.

Name of author/authors: Georg, Carina; Welin Henriksson, Elisabet; Jirwe; Maria; Broberger, Eva 
Working title: Lecturer, PhD student
University/College/Hospital: Karolinska Institutet
Department: Neurobiology, Care Sciences and Society (NVS)
Section: Division of Nursing
Contact info: carina.georg@ki.se

Supporting nursing students in learning complex phenomena - self-directed and peer learning activities

To understand the phenomena acute failure in vital functions and appropriate care for patients is a complex learning challenge for nursing students. After different attempts to support students learning the following design was developed. Learning about the basic principles of acute failure by studying one contextualized example in depth was the first idea. The students worked with one of five different shocks. The second idea was about achieving learning by expressing, i.e. the students should make a plan for how to make others understand their shock. Thus, students in small groups processed facts considering one of five shocks. In order to introduce their shock to their fellow students (five shocks / group), the students first had to process facts to be able to make choices about what to present. They were allowed to make their presentations in ways they found helpful for the others learning. The seminar leader (teacher) had expertise in the acute context and could thereby during the seminar follow up spontaneous raised questions; the seminar thus becoming a learning seminar.
The value of the design was that students learned in depth about one condition, were presented variations which provided opportunities to compare and learn more about the phenomena. In their studies students had to make choices about what is important and what it takes to understand the principles which initiated self-directed learning. Peer learning was evaluated: “You learn those things you shall teach others”.
This pedagogical activity can be helpful when it comes to learn complex phenomena.

Name of author: Takman, Christina
Working title: Senior Lecturer
University: Karolinska Institutet
Department of Neurobiology, Care Sciences and Society
Section: Division of Nursing
Contact info: christina.takman@ki.se