Catherine Teare, School of Nursing, CoHM*
Elaine Crisp, School of Nursing, CoHM
Kerry Reid-Searl, School of Nursing, CoHM
An estimated one in ten patients experience an adverse event whilst receiving care within the hospital setting. Serious adverse events that lead to increased morbidity and mortality are often preceded by changes which can be observed in physiological observations. These physiological changes, which present as subtle changes in assessment findings, often occur several hours prior to the recognised event. To identify these changes, patients must be accurately assessed; assessments must be documented using appropriate tools; interpretation of findings and recognition of clinical deterioration must occur; and communication and escalation of these changes is required. Despite the importance of undertaking, interpreting and acting on vital signs, this is often delegated to undergraduate nursing students. Simulation provides learning opportunities that focus on real-life clinical situations, and facilitates students to gain clinical experience, skill acquisition and self-efficacy. Simulation-based learning (SBL) creates an environment where students are at the centre of the learning environment and have the opportunity to practice new skills within a safe environment where patients are not placed at risk.
Further research is required to understand the role of simulation in building student nurses’ confidence in recognising and responding to acute clinical deterioration. This Lightning presentation will showcase a research proposal from the perspective of a Research Honours student.
SBL is a valuable teaching modality for students in their learning journey. Applicability to real life experiences assists students to develop confidence in recognising and responding to acute deterioration in the context of clinical situations.