What Can Analytics for Teamwork Proxemics Reveal About Positioning Dynamics In Clinical Simulations?

2021 ◽  
Vol 5 (CSCW1) ◽  
pp. 1-24
Author(s):  
Gloria Fernandez-Nieto ◽  
Roberto Martinez-Maldonado ◽  
Vanessa Echeverria ◽  
Kirsty Kitto ◽  
Pengcheng An ◽  
...  
Keyword(s):  
Clinical Simulations

Clinical Cybersecurity Training Through Novel High Fidelity Simulations (Preprint)

2018 ◽  
Author(s):  
Christian Dameff ◽  
Jordan Selzer ◽  
Jonathan Fisher ◽  
James Killeen ◽  
Jeffrey Tully
Keyword(s):  
Patient Safety ◽  
Patient Care ◽  
Medical Devices ◽  
Healthcare Systems ◽  
High Fidelity ◽  
Protected Health Information ◽  
Patient Harm ◽  
Security Vulnerabilities ◽  
Clinical Simulations ◽  
Medical Infrastructure

BACKGROUND Cybersecurity risks in healthcare systems have traditionally been measured in data breaches of protected health information but compromised medical devices and critical medical infrastructure raises questions about the risks of disrupted patient care. The increasing prevalence of these connected medical devices and systems implies that these risks are growing. OBJECTIVE This paper details the development and execution of three novel high fidelity clinical simulations designed to teach clinicians to recognize, treat, and prevent patient harm from vulnerable medical devices. METHODS Clinical simulations were developed which incorporated patient care scenarios with hacked medical devices based on previously researched security vulnerabilities. RESULTS Clinician participants universally failed to recognize the etiology of their patient’s pathology as being the result of a compromised device. CONCLUSIONS Simulation can be a useful tool in educating clinicians in this new, critically important patient safety space.

Using Eye Tracking for Measuring Cognitive Workload During Clinical Simulations

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Bryan A. Wilbanks ◽  
Edwin Aroke ◽  
Katherine M. Dudding
Keyword(s):  
Eye Tracking ◽  
Cognitive Workload ◽  
Clinical Simulations

Computerized clinical simulations: a strategy for staff development in critical care

1992 ◽  
Vol 1 (2) ◽  
pp. 99-107 ◽  
Author(s):  
SB Henry ◽  
D Waltmire
Keyword(s):  
Critical Care ◽  
Staff Development ◽  
Assessment Tool ◽  
Critical Care Nurses ◽  
Knowledge Assessment ◽  
Basic Knowledge ◽  
Learning Needs ◽  
Evaluation Tool ◽  
Self Evaluation ◽  
Clinical Simulations

BACKGROUND: Identifying the learning needs of employees and evaluating the results of staff development offerings are essential elements of the responsibilities of the staff development educator. High patient acuity, the shortage of critical care nurses, and rapidly changing technology within the critical care environment demand the provision of staff development offerings that are appropriate for the learning needs of critical care nurses and the evaluation of the effect of programs on critical care nursing practice. OBJECTIVE: The purposes of this descriptive, correlational study were to compare the ability of a knowledge test, a self-evaluation tool, and computerized clinical simulations to discriminate between nurses with varied levels of knowledge and experience, and to compare the learning needs identified from the three types of evaluative instruments. METHODS: Each subject (n = 142) completed the Basic Knowledge Assessment Tool for Critical Care, Cardiovascular Self-Evaluation Tool, and four computerized clinical simulations. RESULTS: Both the Basic Knowledge Assessment Tool and the Cardiovascular Self-Evaluation Tool discriminated between experienced/inexperienced and Advanced Cardiac Life Support-certified/noncertified critical care nurses. The computerized clinical simulations discriminated according to Advanced Cardiac Life Support certification, but not between experienced and inexperienced critical care nurses. The computerized clinical simulations identified more specific learning needs than did the Basic Knowledge Assessment Tool or Cardiovascular Self-Evaluation Tool. CONCLUSIONS: The evidence for discriminant validity, adequate internal consistency reliability, and ease of administration supports the continued use of these two tools as methods for critical care staff development needs assessment and evaluation. In addition, the study findings support the use of computerized clinical simulations as an adjunct to other needs assessment and evaluation methods in nursing staff development.

scholarly journals Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery

Healthcare ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 75 ◽  
Author(s):  
Tiffany Champagne-Langabeer ◽  
Lee Revere ◽  
Mariya Tankimovich ◽  
Erica Yu ◽  
Robert Spears ◽  
...  
Keyword(s):  
Public Health ◽  
Interprofessional Education ◽  
Role Models ◽  
Healthcare Delivery ◽  
Standardized Patients ◽  
Patient Centered ◽  
Faculty Role ◽  
Interprofessional Teamwork ◽  
Post Test ◽  
Clinical Simulations

Interprofessional education (IPE) typically involves clinical simulation exercises with students from medical and nursing schools. Yet, healthcare requires patient-centered teams that include diverse disciplines. Students from public health and informatics are rarely incorporated into IPE, signaling a gap in current educational practices. In this study, we integrated students from administrative and non-clinical disciplines into traditional clinical simulations and measured the effect on communication and teamwork. From July 2017–July 2018, 408 students from five schools (medicine, nursing, dentistry, public health, and informatics) participated in one of eight three-hour IPE clinical simulations with Standardized Patients and electronic health record technologies. Data were gathered using a pre-test–post-test interventional Interprofessional Collaborative Competency Attainment Survey (ICCAS) and through qualitative evaluations from Standardized Patients. Of the total 408 students, 386 (94.6%) had matched pre- and post-test results from the surveys. There was a 15.9% improvement in collaboration overall between the pre- and post-tests. ICCAS competencies showed improvements in teamwork, communication, collaboration, and conflict management, with an average change from 5.26 to 6.10 (t = 35.16; p < 0.001). We found by creating new clinical simulations with additional roles for non-clinical professionals, student learners were able to observe and learn interprofessional teamwork from each other and from faculty role models.

scholarly journals Using National Measures of Patients’ Perceptions of Health Care to Design and Debrief Clinical Simulations

2017 ◽  
Vol 38 (1) ◽  
pp. 44-46
Author(s):  
Shelly L. Eisert ◽  
Rebecca J. Bartlett Ellis ◽  
Jennifer W. Geers ◽  
Karen L. Werskey
Keyword(s):  
Health Care ◽  
Clinical Simulations

Clinical simulations: Let's get real!

2007 ◽  
Vol 2 (4) ◽  
pp. 105-108 ◽  
Author(s):  
Lydia A. Massias ◽  
Carol A. Shimer
Keyword(s):  
Clinical Simulations
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