The Effectiveness of the Human Patient Simulator in Teaching Anesthesia Pharmacology to First Year Nurse Anesthesia Students
Author(s)Hall, Annie L.
Contributor(s)UNIFORMED SERVICES UNIV OF THE HEALTH SCIENCES BETHESDA MD
KeywordsHumanities and History
Medicine and Medical Research
HUMAN PATIENT SIMULATOR
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AbstractTraditionally, the principles and practices of anesthesia have been taught using seminars and lectures to supplement clinical training. There is no substitute for case-based experience; however, recent innovations in computer technology provide high fidelity, realistic simulators, which are being used in many anesthesia programs. Research using simulation technology analyzes its use as an evaluation tool in the assessment of competence and human performance; however, there is a need to better define the role for simulation-based programs in professional nurse anesthesia education. The purpose of this study was to evaluate the effectiveness of integrating the anesthesia patient simulator with the traditional lecture in nurse anesthesia education. The study measured the potential benefits of knowledge assimilation and retention using the human patient simulator (HPS) in an anesthesia pharmacology course compared to the traditional classroom approach. The sample group for this study consisted of GSN nurse anesthesia students enrolled at the Uniformed Services University of the Health Sciences in Bethesda, Maryland. Outcome measures included the completion of a twenty item pre-test to measure each student s baseline knowledge prior to participating in a 1.5- hour pharmacology teaching session. Knowledge retention was measured by the results of each student s 20-item post examination scores. Comparison data of the pre and post-examination scores within each teaching group was analyzed using a paired t-test. An independent t-test was used to statistically analyze the absolute difference in learning between using Likert type items, and additional open-ended items, exploring student expectations, course strengths and weaknesses, and recommendations for future courses. Knowledge equivalence was shown in the two groups, with baseline pretest scores showing no statistic