Abstract
Aim: The aim was to explore whether simulated learning is useful in relation
to wound management among undergraduate student nurses.
Methods: A key element in simulated learning is to create an authentic environment. The pur-pose of establishing collaboration with a private company was to keep authenticity of the simulated learning. The objectives of the course are that students can identify different kinds of chronic wounds and risk factors contributing to decreased wound healing. This demands knowledge related to skin and wound types. We used five medium fidelity mannequins equipped with artificial chronic wounds. The course consists of 6 lessons - a mixture of ordinary theoretical classroom teaching and facilitated learning in our simulation laboratory. Students encounter 5 patients (mannequins) and are given the medical history of the patients. The ability of the students to reflect is challenged in relation to identification of risk factors and in the process of choosing suitable bandages. The emphasis in practical skills training are: cleansing, debridement and wound dressing.
Results: In evaluation of the course students express that simulated learning creates motiva-tion and offers them the opportunity to practice skills and gives a realistic insight in the com-plexity of managing the chronic wound.
Conclusions: Simulated learning is a useful pedagogical strategy in wound management. It is effective in relation to practical skills training and ability to reflect. It is yet unknown if a simulated wound management course addressed post graduates nurses would be successful
to wound management among undergraduate student nurses.
Methods: A key element in simulated learning is to create an authentic environment. The pur-pose of establishing collaboration with a private company was to keep authenticity of the simulated learning. The objectives of the course are that students can identify different kinds of chronic wounds and risk factors contributing to decreased wound healing. This demands knowledge related to skin and wound types. We used five medium fidelity mannequins equipped with artificial chronic wounds. The course consists of 6 lessons - a mixture of ordinary theoretical classroom teaching and facilitated learning in our simulation laboratory. Students encounter 5 patients (mannequins) and are given the medical history of the patients. The ability of the students to reflect is challenged in relation to identification of risk factors and in the process of choosing suitable bandages. The emphasis in practical skills training are: cleansing, debridement and wound dressing.
Results: In evaluation of the course students express that simulated learning creates motiva-tion and offers them the opportunity to practice skills and gives a realistic insight in the com-plexity of managing the chronic wound.
Conclusions: Simulated learning is a useful pedagogical strategy in wound management. It is effective in relation to practical skills training and ability to reflect. It is yet unknown if a simulated wound management course addressed post graduates nurses would be successful
| Originalsprog | Dansk |
|---|---|
| Publikationsdato | 14 maj 2014 |
| Status | Udgivet - 14 maj 2014 |
| Begivenhed | European Wound Mangement Association - Madrid, Madrid, Spanien Varighed: 14 maj 2014 → 16 maj 2014 |
Konference
| Konference | European Wound Mangement Association |
|---|---|
| Lokation | Madrid |
| Land/Område | Spanien |
| By | Madrid |
| Periode | 14/05/14 → 16/05/14 |