1 Techische Universität Clausthal (GERMANY)
2 University of Alabama in Huntsville, College of Nursing (UNITED STATES)
3 University of Alabama in Huntsville, Systems Management and Production Center (UNITED STATES)
4 University of Alabama in Huntsville, Center for Management and Economic Research (UNITED STATES)
About this paper:
Appears in: INTED2021 Proceedings
Publication year: 2021
Pages: 4159-4168
ISBN: 978-84-09-27666-0
ISSN: 2340-1079
doi: 10.21125/inted.2021.0848
Conference name: 15th International Technology, Education and Development Conference
Dates: 8-9 March, 2021
Location: Online Conference
This paper presents the integration of 3D printed models of a vertebral compression fracture and the supporting x-rays and MRIs into the simulation based learning experiences (SBLEs) for nursing education. A patient had a compression fracture of the lumbar spine segment L1. X-rays and a MRI were made of the L1 fracture. The kyphoplasty procedure was performed to repair the fracture. Shortly thereafter the patient had a fracture of the thoracic spine segment T12 which is the vertebra just above L1. X-rays and a MRI were made of the T12 fracture and a kyphoplasty performed to repair T12. Consequently, it was possible to develop 3D printed models of the before and after kyphoplasty on the compression fracture of L1. The College of Nursing (CoN) at the University of Alabama in Huntsville (UAH) has developed over one-hundred SBLEs for training nursing students. SBLEs are defined as an array of structured activities that represent actual or potential situations in practice. These activities allow participants to develop or enhance their knowledge, skills, and attitudes and to analyze and respond to realistic situations in a simulated environment. SBLEs occur in a simulation laboratory where nursing students come for a given amount of time to engage in activities specifically designed around a set of learning objectives. These activities are developed into simulation cases with realistic patient scenarios. A simulation scenario contains the learning objectives, performance measures, patient’s (could be a manikin or actor) clinical information (background, current condition, medications and other relevant information), actor scripts as needed, timeline for the unfolding of the scenario, cues needed by the facilitator to progress the learner’s actions and other essential information to ensure that the SBLE is robust, immersive and successful. Once a SBLE has been selected for an instructional session, the patient examining room and the control room are configured, the initial conditions established and the scenario executed. The 3D printed models of the compression fractures of L1 and T12 and the supporting x-rays and MRIs have been integrated into several of the College of Nursing SBLEs. The following conclusions are 1) integrating the x-rays and MRIs with the 3D printed models provided an excellent addition to the CoN training scenarios; 2) x-rays provided a more visible observation than MRIs of the results of the kyphoplasty and provided a good indication of the increase in the volume and lengthening of L1; 3) 3Dbuilder computer simulations and 3D printed models allowed nursing students to better visualize compression fractures; 4) x-rays presented a more visible picture compared to the MRI of the extent of the bone cement that was placed in the balloon created cavity in the compression fracture L1; and 5) SBLEs are a safe way for students to learn. The students can practice until achieving a skill competency, how to reflect on what went wrong, how to self correct and how to accept feedback. This paper presents a description of SBLEs; the 3D printed models of the compression fracture; the integration of the 3D printed models in a SBLE in the CoN, integration of x-rays and MRIs into SBLEs; and conclusions.
Simulation based learning experience, 3D printed models, nursing education, kyphoplasty procedure, X-rays and MRI measures.