The Science Journal of the American Association for Respiratory Care

2012 OPEN FORUM Abstracts


Mary E. Skowronski1, Yvonne George2, Teri Hays2; 1Respiratory Care Program, Cuyahoga Community College, Parma, OH; 2Division of Health Careers & Science, Cuyahoga Community College, Parma, OH

Background: A variety of strategies can be employed to promote student success in the clinical setting. Clinical simulations have become widespread in allied health training programs and provide an avenue to extend student learning in a controlled environment. On the first day of each clinical semester, students participate in a “Pre-Clinical Simulation Workshop Day”. The goal of the workshop is to promote the development and application of clinical procedures and problem solving / critical thinking skills. The objective is to determine whether respiratory care students perceive that training with multiple simulation models in a workshop format is beneficial in promoting problem-solving and critical thinking skills. Method: Second year, respiratory care students (n=70) participated. Multiple simulation models (high-fidelity manikins, anatomical manikins, standardized patients, computer clinical simulations) are utilized to provide a replica of the patient care environment in the human patient simulation/standardized patient laboratory. The workshop design includes student rotating thru 5-6 stations in small groups. Clinical instructors from all clinical affiliates serve as station leaders. At each station, the student group is given a brief scenario. Students, as a team, are to perform the ordered therapies and identify and solve clinical problems that may develop. At the completion of each station, each group undergoes a debriefing. At the conclusion of the day, both students and CI participate in a general debriefing of the day’s activities. Students complete a Likert scale survey. Results: Survey questions were grouped into 3 categories. Responses (either strongly agree or agree) for critical thinking/problem-solving and for improving technical clinical skills were 94.3% and 96.4% respectfully. In Fall semester workshop stations (n=35) utilizing standardized patients which center on combining clinical skills and patient communication / directions, responses were positive (96.2%). Conclusions: The students perceive that the Pre-Clinical Simulation Workshop Day provides a positive venue to develop and apply patient management, problem-solving and critical thinking skills in a controlled clinically simulated environment. Sponsored Research - None