TAKING IT TO THE CELLULAR LEVEL: WHEN SIMULATION AND PATHOPHYSIOLOGY COLLIDE!

This presentation will explore how simulation scenario activities, concept mapping, and student group-authored simulation scenarios are used as part of a Biology 300 Pathophysiology course to enhance student understanding pathophysiologic concepts within the context of the nursing process. Students enrolled in the School of Nursing at Platt College in Aurora, Colorado complete a 35-month compressed Bachelor of Science in Nursing (BSN) program in which nursing classes, general education and nursing pre-requisites (redefined as co-requisites) are taken simultaneously. Nursing faculty teach the laboratory portion of the pathophysiology course within the nursing simulation lab using a high fidelity simulation mannequin. The pathophysiology course consists of 40 hours of classroom instruction and 20 hours of laboratory instruction delivered during 10-week instructional quarter. Students participate in weekly simulation exercises which explore a variety of pathophysiologic concepts like ischemia and inflammation. Students are asked to prepare information related to the pathophysiological manifestations within each body system and related nursing interventions with scientific rationale and references prior to participating in the simulation exercise. Students are evaluated using a rubric for their demonstration of understanding of the pathophysiologic concept in the body, effective communication, safe practice, and ability to function as a team member. In addition to standard simulation scenario debriefing, student groups are also encouraged to relate the manifestations of these pathophysiologic concepts to their patient care experiences. Additionally, group consensus was used to select one pathophysiologic concept per group to map which would serve as a basis for a student group-authored simulation scenario. Requiring the student groups to author a simulation scenario challenged to students to explore disease epidemiology and etiology. clinical manifestations per body system, evidence-based practices for diagnosis and interventions as well nursing care standards for a variety of practice settings. Other simulation- specific issues such as the capabilities of the mannequin, the creation of learning objectives, creation of a basic simulation story line, programming of the mannequin's body systems, progression of the simulation scenario given the learner's actions, preparation of supplies and props, and facilitation of debriefing were all graded components of the simulation creation. Overall, students and faculty found that involving students in the process of simulation scenario development during a pathophysiology laboratory course fostered a much deeper level of critical thinking than similar course assignments consisting of simulation activity performance and concept mapping alone. Students also stated a deeper level of appreciation for the amount of time and labor required to develop and implement simulation activities within the nursing curriculum in general. For some students, this experience sparked an interest becoming a nurse educator with an emphasis in simulation technology. This method of instruction has also been helpful in creating a growing library of student-authored simulation scenarios to be used by the School of Nursing at Platt College.