This was a
simulation-based experience to care for a client with a colostomy and his
family. It began as all good simulation sessions should, clearly stating
learning outcomes and ending with debriefing sessions. It was aimed at
improving the future performance of our Year two nursing students.
A scenario
was designed and validated to include the psychosocial and physical aspects of
care congruent with a ‘typical’ Pakistani client and his family. Moulage
supported the fidelity of the scenario, up to a point! The colostomy was an
excellent reproduction using CIME equipment. Innovation was required as the
colostomy bag required some pooh – this was decided to be a mixture of peanut
butter and melted chocolate. No matter how badly it looked, it smelled
delicious. In every simulation scenario, there is a line drawn between what is
realistic and what is not.
After the
simulation, the students viewed their performances on video. Debriefing explored
the elements of patient safety, communication and teamwork. The entire
simulation-based experience was purposeful and systematic. The faculty took the
responsibility to ensure that all 119 students receive a similar experience.
The faculty and students expressed satisfaction with these teaching and
learning methods. Among others, the MScN
Education Track students under the tutelage of Dr. Dias helped
facilitate the simulation.
This was a
simulation-based experience to care for a client with a colostomy and his
family. It began as all good simulation sessions should, clearly stating
learning outcomes and ending with debriefing sessions. It was aimed at
improving the future performance of our Year two nursing students.
A scenario
was designed and validated to include the psychosocial and physical aspects of
care congruent with a ‘typical’ Pakistani client and his family. Moulage
supported the fidelity of the scenario, up to a point! The colostomy was an
excellent reproduction using CIME equipment. Innovation was required as the
colostomy bag required some pooh – this was decided to be a mixture of peanut
butter and melted chocolate. No matter how badly it looked, it smelled
delicious. In every simulation scenario, there is a line drawn between what is
realistic and what is not.
After the
simulation, the students viewed their performances on video. Debriefing explored
the elements of patient safety, communication and teamwork. The entire
simulation-based experience was purposeful and systematic. The faculty took the
responsibility to ensure that all 119 students receive a similar experience.
The faculty and students expressed satisfaction with these teaching and
learning methods. Among others, the MScN
Education Track students under the tutelage of Dr. Dias helped
facilitate the simulation.