Learning outcomes

The clinical simulation has the purpose to let the students learn some organizational, technical-practical and relational skills in safe setting. Moreover clinical simulation is aiming at develop in the student the problem solving ability using case method and role-playing . Using clinical simulation may reduce the emotional impact in dealing with patents’ real situation experienced by the nursing students in clinical setting. Also, the clinical simulation offers to the students the opportunity to train and apply theoretical principles to clinical practice. The clinical simulation activity happens in equipped settings, where a tutor or an expert nurse guides a small group of students.

Program

"Search in online databases"
Exercise:
• free search in PubMed and Cinahl online databases through the use of a search strategy defined by the teacher (with keywords and Boolean operators) recognizing and knowing how to use: search string, results page, record structure, filters and "similar articles" function
• discuss some elements of the structure and content of the Meneghetti Library by activating the "pulse secure" program, recognizing the methods of accessing online databases and online journals
• access to the Virtual Medical Library by recognizing and knowing how to use: dictionaries and article retrieval mode
• access to the Claudiana library knowing how to order an article online.

Peer-tutoring through different learning situations
The laboratory was born as an experience that offers the student the opportunity to "... use principles of teaching and learning, develop collaborative learning and knowledge sharing skills ..." (cit. Didattico Regulation_CdL Nursing univr).
The nurse "... contributes to the training of support staff and contributes directly to updating their professional profile and research (cited Professional Profile) and has the care responsibility of Educating to be a professional" ... actively engages in education and professional training of students and the inclusion of new colleagues .. "in knowledge, training and updating" ... Plan, carry out and participate in training activities ... ", act competent, consultancy and share information" ... provides advice by placing his knowledge and skills available to his own and other professional communities and institutions ... "(cit. Code of Ethics of the Nurse, 2019).
The peer tutoring method uses cooperative learning, or the support between students in a structured learning situation (plans and guides reflection); it is an educational method of proven effectiveness, centered on the student and not on the teacher.
Laboratory objectives:
1. Discuss the elements that can facilitate or hinder learning
2. Use peer accompaniment strategies and discuss strengths and weaknesses of choices
3. Understand the role of the senior student as a guide in a learning situation
Methods:
Briefing-experience-debriefing.
The reflection on the experience is based on common and shared objectives and and is induced through written reflection on the experience that has taken place but also on the re-elaboration of the shared experience in a guided discussion.

"Safely manage central and peripheral vascular accesses"
The laboratory aims to explore the significant elements of the management of central and peripheral vascular access. In particular, some management choices will be discussed and practical procedures for dressing, sampling and washing through central venous catheters will be exercised.
Didactic objectives

Practice procedure for the dressing of a central access (CVC), a central access with peripheral insertion (PICC) and a Midline catheter, guaranteeing the principles of asepsis and safety for the patient and the operator.

Exercise some management maneuvers: washing the catheter (“flushing” technique and use of the “Nedleless System”); venous sampling from a central venous catheter.

Fundamental contents
"Dressing a central or midline access"
The different types of central venous catheter and central access with peripheral insertion and their characteristics; The different types of dressing; The dressing procedure: from removing the patch to closing the operative procedure. Resumption of safety principles for the patient and the operator
"Washing and venous sampling from the central or Midline catheter"; The materials for picking up and using the anti-reflux valve; The procedure of sampling and washing

RECOGNITION AND RESPONSE IN RAPID CLINICAL DETEORORATION: SOME SIMULATED SCENARIOS
1. discuss typical models of assessment in critical illness phase care, purposes, and how they are used
2. recognize clinical deterioration and discuss the interventions chosen to manage the situation safely
3. identify some behaviors that promote teamwork, discussing the effects of " good collaboration"
METHODS and CONTENTS
The workshop includes three main phases: INITIAL FAMILIARIZATION; BRIEFING with presentation of objectives, timing and familiarization with spaces and materials; SIMULATION with active unfolding of the scenario on a dummy; DEBRIEFING review and reworking of what happened, peer comparison, active learning. Use of OBSERVATION GRIDS for discussion*.

Translated with www.DeepL.com/Translator (free version)

Bibliography

Examination Methods

not planned