Training simulation aids for health care, other students | News

A number of hospital beds place walls in the laboratories of Lander University and Piedmont Technical College.

Patients who are in bed are not exactly your usual admissions in the hospital. They are mannequins where students can practice their skills on them or volunteers and peer students can present themselves as patients so that students can interact with them.

Teachers at the high school and college level use simulations to teach students skills and allow them to improve these skills before leaving for work.

The simulation provides students with tools and exercises to refine their sleep patterns while working with patients, increase muscle memory for things like echocardiography, or refine IV practice.

Lena Scott, a professor of invasive cardiovascular technology at Piedmont Tech, said the clinical sites where her students work want the school to “send us more students.”

The invasive CVT program has several simulators that provide students with a look, control, and feedback that they gain in a real lab, and the practice they receive in the simulation lab opens the way for a smooth transition to work with patients.

“Although this patient is not alive and breathing, you know, we were actually able to use the screen, (and) it gives us essentially the same picture we have in the lab,” said Emily Mutch, an invasive CVT student.

“But it really gave us an idea of ​​what we were going to look at, what to look for, and how to develop the hand-eye coordination that we needed inside the lab.”

At the bottom of the corridor are non-invasive echocardiogram machines that students use to exercise each other and a simulator with a manikin that allows students to build muscle memory and adapt to the view of the heart.

“It’s helpful because … a lot of the sites we do have the same machines that we use here at school,” said student Justin Matisse.

“So when we get to our clinical site, it’s an easy transition because you know where the buttons are and how the probe works and how to get a clear picture. So, this is the way to go and work with each other is helpful because we do a lot of our modeling to each other. It helps you learn how to work with a patient and how to behave when working with real people. ”

The echocardiogram simulator covers 15 heart diseases that can be seen, but students are less likely to see them while exercising.

Laura Boone, director of the non-invasive cardiovascular technology program, said when students go to clinical sites, they are told, “Wow, you’re far from what I thought.”

“And that depends on the simulation,” Boone said.

Simulation in training is not a new idea, but technology and practice are improving and its usefulness has been known since the outbreak of the COVID-19 pandemic.

Holly Wharton, dean of the nursing school in Lander, said when COVID-19 struck, students were unable to attend clinics.

“We were forced to find a way to help them still gain experience so that we would not interfere with their education or delay their education,” he said.

The South Carolina State Council decided that up to 50% of clinical guidelines could be simulations. Wharton said it has now been reimbursed, but “due to the interest of simulation to advance clinical decision-making, clinical judgment and competent education” it is forced to reimburse it up to 50%.

Lander’s new modeling lab will allow students to learn the basic building skills they will perform in a clinical setting. The nursing school also has simulators on campus that have high-quality simulations.

Lander is also in the midst of designing a new nursing building and plans to revitalize the hospital environment in the design.

In the simulation lab, students are given the necessary tools, Wharton said, but at the hospital they can enter the supply room with 50 different needles.

“In our new building, we’re reviving the same environment so they can sink in and make a decision,” he said.

“And so, the more you can emulate the real environment, the better it prepares the student for what they will be doing.”

Try againThe advantage of using simulators is that errors make a small contribution. If the IV stick in the false arm ends with a dent, the patient is no wiser.

“If they do it wrong, there’s no real damage,” Wharton said.

With high-quality simulators, students can see the consequences of their mistakes and the teacher can allow the simulator to see how the patient responds.

In the clinical setting, of course, students are stopped by the teacher before making mistakes such as pushing drugs. But with the simulator they can see the impact of their decision.

“We’re going to get into this, and I feel like we’re all afraid to make a mistake,” said Allison McGarithy, Lander’s younger brother.

This semester they spend all their time in the wire lab, so if they make a mistake. That’s fine, she said.

“They’ll tell us if we made a mistake and we know we won’t do it next time, but if we didn’t have it and we just went to the hospital, if we made a mistake, it’s not good,” he said.

Brian Johnson said the process prepares them because simulators can be like life.

Students spent part of Wednesday preparing IVs for fake weapons that mimic live people. There are several skin tones that they learn about and the hands have blood vessels.

Comfort is importantThe simulations introduce students to hospital settings and work with patients.

Sarah Wertz, Lander’s youngest daughter, said training in a wire lab can help with the hassle of working with a new person. Students should treat the mannequins as if they were real people.

The simulation also allows students to be comfortable not only with patients but also with doctors and pharmacists.

Lander collaborated with the Montgomery Center family practice, and doctoral interns recently came to the simulator to work with students to deliver obstetric care.

“In a hospital setting, often, students can’t talk to doctors and pharmacists, they don’t get that communication,” Wharton said.

“But in the simulation, they actually confirm the doctor’s orders and (and) the doctor asks a nursing student about the order.”

She said a few weeks ago, a nursing student had a problem with a doctor’s prescription.

“If you’ve never been in a place where a teacher is standing next to you and encouraging you to say,‘ you’re right, you’re asking him, you’re asking him, then when you’re in real life, you’re not going. to be comfortable with that doctor’s question, ”Wharton said. “You just let it go, even if every fiber of your body tells (you) that it’s not right.

“But giving that student that opportunity and giving that intern that (say):“ Wait, if the nurses ask that question, maybe I’ll actually look at it. Thus, the simulators not only help the skills, we are now using them through this interdisciplinary collaboration in this interdisciplinary scenario to promote communication between the two disciplines. “

The G. Frank Russell Technology Center, which serves students in the upper grades of Greenwood County’s 50, 51, and 52 schools, also uses simulation in health classes and more.

Angie Stone, a health science teacher at the technology center, said school simulators give students more confidence in their skills and repetition leads to a second nature.

The technology center will also use the simulation in other areas, such as automotive technology.

The school recently acquired camera synchronization equipment that allows students to install and coordinate backup cameras.

James Walker, a professor of mechanical engineering, said one of the biggest changes was virtual online learning with simulators and virtual shops.

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