Technology Integration By Jodee Nelson

This is my technology initiative which closely resembles my grant proposal. These are most definitely intertwined. Enjoy

 

Rationale

Projections regarding the health care profession must incorporate new technology, new therapeutic approaches and data management skills which future respiratory therapists will need to be successful in the workplace. Respiratory care technology will expand and ventilators will become sophisticated. Graduate therapists must be able to critically think and to deal with complex technology and protocols.  To do this we would require the technology of human computerize simulation mannequins, the computers to run a complicated system, the training and support system to make a successful program.

The Pierpont C&TC administration, faculty of the Health Careers program, and area hospital staff and administrations have come together to support our endeavor to acquire the essential technology to move our program forward.

One of the primary benefits of the patient simulation 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.

The Coordinator of the Program, the Director of Clinical Education and adjunct faculty will be is involved in the teaching and operation of the simulators in every course or continuing education program where they are used. Some of the continuing education programs to be developed will require the utilization of additional faculty and outside personnel.

 

Cost Benefits Analysis

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	135790	11120	11120	158030
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
Curriculum Integration Program*	30,245	-	-	30,245
Curriculum Integration Program License fee for additional simulators (cost per simulator)	2 ,160	-	-	2 ,160
Disaster Medical Readiness Learning Module (Any Adult	9,300		- -	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

 These costs, in addition to the standard operating costs of the program [e.g., consumable medical supplies and medical gases] will be incorporated into the fee charged for the various programs. The lab fees charged to students in the academic programs that utilize the HPS have been used to reflect the cost of utilization, however the respective department, not the simulator program, captures these fees.

 Technology Implementation Plan

The projected move date for the ATC is fall of 2015.

In order to promote the Simulator Program at Pierpont Community & Technical College’s Respiratory Care Program it will be necessary to carefully outline the steps that need to be taken over the next eighteen months to accomplish these goals. The Respiratory Care’s Program Coordinator and the Director of Clinical Education, as well as Pierpont C&TC and Health Careers Administration will need to actively be out in the community exposing and marketing the program, with the  Respiratory Program taking the lead and majority of the promoting. We will need to identify current and projected usage and additional hours that are available for use of the simulators. While growth continues in the use of the simulators by our various health science academic programs, and will continue it is very feasible to accommodate an increase in the use of these simulators for continuing professional education each of these years. Below are the steps necessary to achieve this growth.

 

Program Coordinator (PC) Director of Clinical Education (DCE) will begin to cultivate needed support from area hospital sites, advisory board and PC&TC administrations	2013-2015 Attend Simulation seminars and respiratory organizational conferences
Assure designing and implementing our needs at the ATC will continue on track.	Attend design meetings with ATC personnel.
PD and DCE to continue to work with the faculty in the School of Health Careers to continue integration of the simulators in the curriculum by replacing traditional seminars with “Simulation Seminars”.	a.      Begin with one Simulation Seminar Fall Semester 2015 b.     Offer SimMan for  the first time Summer Semesters  and again in the Fall and Spring semesters for continuing Education units.
PC and DCE to investigate potential continuing education needs of Respiratory Care Practitioners in the Northern West Virginia area by June 1, 2016. This will be accomplished in conjunction with Respiratory Care Practitioners.	PD and DCE to continue to accept invitations to speak at local and national conferences on our work in simulation education PC&TC.

 

Research and Resource Archives

Barnes TA, Gale DD, Kacmarek RM and Kageler WV. Special Article; Competencies needed by graduating respiratory therapists in 2015 and beyond. Respir Care, May 2010 55:5 601-616.

HMC Blog>>Designing Simulation Labs for the Next Generation of Healthcare Professionals

Ari A. Implementing computerized patient simulations as a measure of student learning on patient management in respiratory therapy education. Respir Care Educ Annual  2011;20 11-16.

Dunne PJ, MacIntyre NR, Schmidt UH, Haas CF, Jones-Boggs Rye K, Kauffman GW, Hess DR Respiratory Crae year in review 2011: Long-term oxygen therapy, pulmonary rehabilitation, airway management, acute lung injurt, education and management. Respir Care, April 1,2012 57:4 590-606.

Rye KL. Critical thinking in respiratory therapy. Respir Care 2011; 56:3 364-365

Gonzales JF, Marshall SG, Russian CL, Stokes TL. Critical thinking skills and preferred learning styles of respiratory care students. Respir Care Educ Annual 2010; 19 57-62. AARC Times Simulation Training September 2011

Lapkin S, Levett-Jones T. A cost-utility analysis of medium vs high-fidelity human patient simulation manikins in nursing education. J Clin Nursung  2011; 20, 3543-3552.

Guillaume A.,Hunt B., Gordon R.,Harwood C., Effectiveness of intermediate-fidelity simulation training technology in undergraduate nursing education. Journal of Advanced Nursing 4(3), 359-369.

McLaughlin MP. Medical simulation in the community college health science curriculum: a matrix for future implementation. Community College Journal of Research and Practice, 2010; 4: 462-476.

Proposal Guidance for Institutions seeking Educational Grants for Human Patient Simulation. Offered by METI®