I was extremely lucky to find this grant with all of the instructions. Since we will be moving into a new facility in the very near future, this will become a reality. Enjoy.

Introduction

The challenges facing respiratory and all health career education in the 21st century are numerous. Schools and colleges are faced with increasing enrollments while clinical placement sites are declining, patient availability is decreased while acuity is rising, knowledge to be obtained by the learner has exploded, and the health care professional shortage continues. Coupled with this is the fact that today’s learner is radically different. It is well documented in educational literature that traditional approaches to teaching and learning no longer work. Educators today must find new and innovative approaches to the acquisition of knowledge and facilitation of learning.

The Respiratory Care Program of Pierpont Community and Technical College’s(PC&TC) is proposing METI to assist faculty with this transition and make more efficient use of their time as they embark on the use of patient simulation to facilitate learning and to assess competency. One of the primary benefits of the proposal is that it is focused on respiratory educational concepts and competencies, therefore no adjustments to the curriculum are required because it is already based on the same foundation. Thus, minimizing the impact on existing curriculum decreases faculty resistance to including patient simulation.

The School of Health Careers at Pierpont Community and Technical College is in a unique situation. In conjunction with the State of West Virginia and a host of benefactors, an Advanced Technology Center (ATC) is being developed for the sole purpose of promoting new technology for today’s job markets and the students who will fill those positions. The Respiratory Care program was selected to be one of the primary programs to be included in the ATC. Not many of the programs throughout West Virginia or the tri-state areas have this opportunity and we are in a position to become a premier Respiratory Care program.

Human patient simulation is one such strategy to address the multiple issues faced by health care education today. Patient simulation allows us to teach multiple objectives at once, brings learning alive in a multidimensional environment, and increases the confidence of the learner, which leads to competence. In order for education to transform its approach to student learning, we as educators, need to have the tools necessary to make the transition to patient simulation, as a pedagogical approach, easier.

Identifying use of clinical simulation equipment/how will it enhance health care education?

There are three levels of health care education that can be addressed with the Human Patient Simulator (HPS®) The goal for PC&TC Respiratory Care Program is to utilize level 1 and 2 in our curriculum. Level 3 would be offered as Continuing Educational Units (CEUs) through out the course of a calendar year.

A. At the first level, patient simulation can be used as a recruiting tool to engage secondary and post -secondary students about the opportunities of a career in the health careers education and the exciting cutting edge technologies currently in use. Simulation captures the attention of the “video-game” generation and actively engages them in the learning process. Many healthcare education programs use simulation as a way not only to attract students into a particular field, but also to attract them to their particular school. At this level, patient simulation can increase the supply of available healthcare and nursing students.

B. At the second level, patient simulation keeps students actively involved in learning by offering the opportunity to apply knowledge learned from reading and lecture to the clinical setting thus “making it real.” Students who are active learners remain positively engaged with their education and are ultimately more likely to matriculate. At this level, patient simulation can increase the completion rates of healthcare education programs.

C. At the third level, patient simulation keeps practicing healthcare providers engaged in their profession. Continuing education and professional development programs allow providers the opportunity to nurture themselves with enriched learning opportunities. Today’s sophisticated health care quality assurance processes identify what areas need attention, yet most health care institutions rely on age-old didactic learning techniques, such as readings, lectures, and brown-bag lunches. As the proverb goes “HEAR, and I forget, SEE, and I remember, DO, and I understand, patient simulation brings the quality and safety issue into reality to effectively impact patient care, by allowing the healthcare provider to update their professional practice. Patient simulation can increase the retention of healthcare providers currently in practice through ongoing professional development.

Identify faculty and administrative buy in.

As states previously, the Respiratory Care program is in a unique situation, where the administration is inquiring what type of equipment would most benefit our program. They are fully aware of the needs of the new technology and we are poised to pursue top quality equipment.

The faculty of the Respiratory Program, are the Program Director and the Director of Clinical Education. Also to included are the faculty of the health career programs affiliated with PC&TC and the area hospital sites that accept our students for clinical rotations and eventual employment.

What will be the structure of the program?

In terms of structure, our program will take the lead, being the primary driver and funder for patient simulation technology enabled through this grant. We will clearly establish a responsibility (new or existing position) for the patient simulation environment and operations. This includes custody of the patient simulation equipment, maintenance of ancillary equipment and supplies for the patient care environment (e.g., patient monitors, clinical supplies), scheduling simulation time, and working with faculty to facilitate patient simulation exercise. Student course lab fees and continuing professional education programs can also provide an income source, which offset ongoing operational expenses of a patient simulation program.

Significant physical space has been designated by the higher-level administration, which includes the Chancellor of West Virginia Higher Learning Commission, President and Provost from PC&TC, with the knowledge of opening the patient simulation program to all disciplines.

Type of simulation to be used

The basic full-scale adult patient simulation model offers the closest facsimile to actual patient care for our needs as health care providers. It will provide the best opportunity for learners to practice their critical thinking and patient care skills without threat of harm.

These patient simulators exhibit clinical signs, such as blinking eyes, breathing, heart and breath sounds, as well as monitored parameters, such as ECG, blood pressure, and oxygen saturation. The patient simulators have mathematical models of human physiology and pharmacology, thus the patient simulators automatically respond to therapeutic interventions, including ventilation, oxygen therapy, and intravenous medications. Students must assess and monitor the patient, apply critical thinking, perform psychomotor skills for treatment using real equipment, and repeat this cycle of patient care, all within a replica of an actual patient care environment. The patient simulators are physiologically modeled, patient outcome is the direct result of the care provided, not the subjective assessment of an observer controlling the patient simulator. This enables objective assessment of clinical competencies and allows the instructor to focus on student learning, not operating the patient simulator.

Education and Training

This patient simulator’s company offers a variety of faculty education programs. Product information is available on all simulators. A fundamentals or orientation course, which overviews the basics of setting up and operating the patient simulator is included in a half-day course is provided at no charge by a the technician or regional sales manager. There is an annual, global HPSN Conference held in Tampa, Florida, includes workshops by users, for users, on the application of patient simulation for learning, assessment, and research

Populations to be served

At least two key relevant populations can be served—students undertaking their principle coursework and practicing health care providers seeking continuing professional education opportunities. All of the benefits listed above (learning of mechanical/process skills, remediation, evaluation, training) apply to both groups, but with emphasis on different learning objectives.

A. Students: For students, learning of mechanical/process skills is fundamental to their undergraduate education and is an aspect where simulation offers clear learning benefits over the clinical environment. Psychomotor skills can be repeatedly rehearsed until proficiency is demonstrated. More importantly, however, physiologically based patient simulators allow students to witness and experience the results of their action and inaction as the patient responds or fails to respond to the intervention. Unlike the clinical environment, students can be allowed to perform a task incorrectly and deal with the consequences of their actions. Clearly, this type of experiential learning cannot take place in a clinical environment with a real patient. Moreover, given the increasing acuity of the patient population and decreasing access to patients for student learning, time spent in the clinical environment is increasingly valuable. Thus, students who learn mechanical/process skills in the patient simulation environment are better prepared to focus on the patient contact component of care upon entering the clinical arena.

B. Remediation is critical to maximizing matriculation rates, particularly when the need for healthcare providers is high, educational program enrollments are limited, and the investment in their education is also high. Students who drop-out or are unable to meet practice standards simply come at too great a cost.

C. Patient simulation greatly facilitates the evaluation of clinical competency

D. Practicing Health Care providers : Like their undergraduate student counterparts, practicing health care providers also benefit from patient simulation through continuing professional education programs. New techniques, new medications, new equipment, and new care pathways offer a variety of ongoing opportunities for training and learning in current mechanical/process skills. In certain circumstances, remediation may be required for caregivers who are returning to the health care workforce after having been out of practice for an extended period of time. Evaluation may also be required when bringing new providers onboard, particularly those who were formerly practicing overseas or for those whose practice is under review. As stated above, the benefits of patient simulation apply equally to learners during their principle education, as well as their life-long practice.

Detailed Plan for Integration

A. The lead faculty simulation educators will be the primary faculty members of the Respiratory Program.

B. We will place our educational focus on the students in the Respiratory Care Program , then to practicing health care providers, once the program is running.

C. Our partners to help establish the program is PC&TC’s administration and our clinical hospital sites

D. Detailed Budget is in Appendix A

E. Funding sources will be primarily from student laboratory fees and CEU program fees.

F. PC&TC has budgeted for the cost and upkeep of the equipment

G. The equipment will be housed in the Advanced Technology Center, Respiratory Care Program designated space.

H. This will be directly integrated into our current curriculum.

I. Fall of 2015 is the projected move and we hope to have it up and running Spring Semester of 2016.

J. Fall of 2016 should yield the results.

Partnerships and Collaborations

A commitment has been made to embed patient simulation into healthcare education PC&TC. Financial commitment is confirmed. Our personnel support will range from .50 to 1.00 full-time

We also have strong partnerships with the health care programs at PCTC as well as area community high schools and colleges that do not have this advanced equipment. We also have strong ties to our area hospital sites and programs.

PC&TC has offered to actively reach out to demonstrate what they are doing with patient simulation.

Actual Physical Space

Our physical space dedicated for patient simulation is dictated by the clinical care environment being replicated. The space will be allocated for the patient mannequin, patient bed, monitors, and other patient care equipment and clinical supplies. The space must also provide room for the patient simulator electronic equipment, compressed gas supplies, and instructor workstation. Our program has been allotted approximately 3000 sq ft of space to house the required simulator equipment, computer system, video and debriefing areas.

APPENDIX A

Proposed budget

BASIC CONFIGURATION

The basic configuration comprises a single patient environment with an intermediate level iStan or an entry-level Emergency Care Simulator

	Year 1	Year 2	Year 3	Total	Notes
BASIC CONFIGU RATION
Principal Costs:					Note 1
Patient Simulation Equipment
Adult iStan	65,000	-	-	65,000	Note 5
Waveform Display***	3,020	-	-	3,020
Extra iStan Batteries (ea)	1,800	-	-	1,800
Adult Emergency Care Simulator (ECS) System	45,210	-	-	45,210	Note 4
Air Compressor	4,640	-	-	4,640
Extended Warranty
**ECS Multi-Year Extended Basic System Warranty	Included	4,420	4,420	8,840
**iStan Multi-Year Extended Basic System Warranty	Included	5,700	5,700	11,400
On-site Product Education
Basic On-site Education	7,560	-	-	7,560
Advanced On-site Education	7,560	-	-	7,560
Facilities Set-up Expenses
Varies upon what school has available, often zero cost	School TBD	-	-	School TBD	Note 3
Operating Materials
Varies depending upon scope of simulation program. Costs estimated based upon single patient simulation environment.	1 ,000	1,000	1,000	3,000
Personnel Costs
Varies from 0.25 to 1.00 full-time equivalent. Cost is dependent upon scope of simulation program and is independent of patient simulation technology used.	School TBD	School TBD	School TBD	School TBD	Note 3
Other Equipment
Varies upon what school has available	School TBD	-	-	-	Note 3
TOTAL PRINCIPAL COSTS	135.790	11.120	11.120	158.030
Optional Costs:					Note 2
Patient Simulation Equipment
MeTiVision - per simulator, per room up to three simulators	19,000	-	-	19,000
Pediatric Emergency Care Simulator System	45,360	-	-	45,360
Infant Emergency Care Simulator System	45,360	-	-	45,360
Instructor's Wireless Remote	5,835	-	-	5,835
Trauma/Disaster Casualty Kit	19,000	-	-	19,000
Adult ECS Convulsions Feature	2,270	-	-	2,270
Gas Accessory Kit	865	-	-	865
Additional Extended Warranty
**ECS Multi-Year Premire Support Program	2,060	6,365	6,365	14,790
**iStan Multi-Year Premire Support Program	2,500	8,075	8,075	18,650
Trauma Disaster Casualty Kit Extended Warranty	Included	2,050	2,050	4,100
Contact your Sales Manager for Site Warranty prices for programs with three or more simulators.
Curriculum Integration and Learning Modules
Nursing Curriculum Integration Program*	30,245	-	-	30,245
Nursing Curriculum Integration Program License fee for additional simulators (cost per simulator)	2 ,160	-	-	2 ,160
Disaster Medical Readiness Learning Module (Any Adult	,300		- -	9,300
Simulator)
Disaster Medical Readiness Learning Module Additional License Fee for Additional simulators (cost per simulator)	600			600
Advanced Cardiac Life Support Learning Module (Any Adult Simulator) NOTE - Included in HPS Base Unit	5,800	-	-	5,800
Advanced Cardiac Life Support Learning Module License Fee for Additional simulators (cost per simulator)	300			300
Cardiopulmonary Critical Care Learning Module (Any Adult	4,650	-	-	4,650
Simulator)
Cardiopulmonary Critical Care Learning Module License Fee for Additional simulators (cost per simulator)	250			250
Pediatric Advanced Life Support Module (PALS) (PediaSIM ECS)	5,800	-	-	5,800
Pediatric Advanced Life Support Module (PALS) License Fee for Additional Pediatric simulators (cost per simulator)	300			300
Ongoing Faculty Development
Conference, courses, other simulation programs	School TBD	School TBD	School TBD	School TBD	Note 3
NOTES:

1. principal costs are the recommended MINIMUM costs that should be considered for budgetary purposes.

2. Optional costs are presented for budget planning purposes only, and are, indeed, OPTIONAL!

3. School TBD means that this cost is best assessed in conjunction with the local school.

4. Emergency Care Simulator (ECS) designates the entry-level patient simulator product line (adult, pediatric, and infant). 5. iStan designates the intermediate level patient simulator product line (adult only).

*Includes additional on-site training or consultation visits. ** Multi Year requires more than one year of warranty to be purchased at the same time.

*** Option only on the iStan - included in all other simulator base simulators

Technology, Leadership & Change S13

Friday, April 26, 2013

Grant proposal by Jodee nelson