When New Graduate Nurses attend their orientation, they have completed their formal studies and have the underpinning knowledge to recognise and respond to a patient with chest pain. However, each student graduates with their own unique perspectives on patient care and none have been responsible for responding to a patient on their own. Therefore, the focus of this learning opportunity and assessment is on the responses of everyone as well as the processes they follow individually and as a group.
In this learning scenario the new graduate nurses will have the opportunity to put their prior knowledge into action and to learn about how they respond under pressure to a patient with chest pain. The learning scenario takes an experiential approach through simulation.
The class is divided into groups of five with each member taking a role that represents the real-life responders. One of the roles is the treating nurse who (hopefully) recognises the need for escalation.
The group is given the scenario brief and is then required to respond to a simulation mannikin controlled by the facilitator. The mannikin can be manipulated throughout the scenario to respond to the learner actions/decisions appropriately and to provide them with live feedback that mimics the real-world scenario.
When the simulation scenario ends, the group will reconvene and reflect on what happened providing the opportunity to identify ways they can improve and to recognise what they did well.
After spending time reflecting and drawing conclusions from the simulation, the learners are given another opportunity to participate in the simulation once again. This process takes into consideration all four of Kolb’s experiential learning theory stages:
(Western Governors University, 2020)
This scenario has constructivism at its core as the learners are supported by a more experienced facilitator who guides them in their decision making and facilitates the reflection of the experience where the focus is on their decision making and responses during the simulation. The activity requires problem-solving and collaboration while building on the learner’s understanding of the concepts presented to them throughout the simulation, again demonstrating a constructivist approach.
The authenticity of the assessment is established through:
(UMGC, n.d.; Teaching & Learning in Higher Education, n.d.).
Genareo, V., & Lyons, R. (2015, November 30). Problem-Based Learning: Six Steps to Design, Implement, and Assess. Retrieved October 24, 2020, from https://www.facultyfocus.com/articles/course-design-ideas/problem-based-learning-six-steps-to-design-implement-and-assess/
Hall, M. (2014, May 13). What is Gamification and Why Use It in Teaching? Retrieved October 25, 2020, from http://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it-in-teaching/
Teaching and Learning in Higher Education. (n.d.). Designing Authentic Assessments. Retrieved October 27, 2020, from https://www.queensu.ca/teachingandlearning/modules/assessments/21_s2_13_characteristics_of_authentic_assessments.html
University of Maryland Global Campus (UMGC). (n.d.). Assessment. Retrieved from http://www.edx.org
Western Governors University. (2020, June 08). Experiential Learning Theory. Retrieved October 26, 2020, from https://www.wgu.edu/blog/experiential-learning-theory2006.html