Failure to Rescue: How Simulation Can Help Transition to Practice
Sabrina Beroz, DNP, RN, CHSE; Tonya Schneidereith PhD, CRNP, PPCNP-BC, CPNP-AC, CNE, CHSE; Nancy Sullivan,DNP, RN; CrystelL.Farina, MSN, RN, CNE, CHSE
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- International Nursing Association for Clinical Simulation and Learning (INACSL)
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Failure to rescue, either lack of recognition or the lack of appropriate interventions necessary to prevent adverse events, is a costly form of medical error. Bedside nurses - those healthcare professionals who spend the most time with patients - have the greatest responsibility to identify when interventions are needed. With the increases in both the number of retiring nurses and new graduate nurses at the bedside, educating these inexperienced nurses requires specialized training through nurse residency programs (American Nurses Association, 2013). Key areas for development include recognition of changes in patient status, taking initiative, tracking multiple responsibilities, ability to prioritize and anticipate risk, and delegation of tasks (Berkow, Virksitis, Stewart & Conway, 2009).
For hospital educators limited in time and resources, this places additional pressures to ensure safe novice nurses. Simulation scenarios can play an integral role in training these newly licensed nurses. Through integration of the concepts of surveillance and taking action, simulation scenarios can be designed to address failure to rescue (Clark & Aiken, 2003). While many academic simulationists are familiar with designing simulations that align courses, concepts, and outcomes, hospital simulationists map simulation differently, with a lens toward competencies and patient safety, not concepts. This presentation will provide a hands-on opportunity for nurse educators to design simulations aimed at the costly problem of failure to rescue through the design of a curriculum map to be used in nurse residency programs.
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failure to rescue;
transition to practice
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