Using Video Assisted Technology and Simulation to Transform a Nurse Anesthesia Machine and Equipment Course

  • Rachel Marie Smith-Steinert, DNP, CRNA University of Cincinnati, College of Nursing
  • Melissa Stec, DNP, CNM, APRN, FACNM, FAAN SUNY Downstate College of Nursing

Abstract

Introduction: Understanding how to use the anesthesia machine and how to troubleshoot when problems arise are paramount for nurse anesthesia practice. Simulation can provide a low-risk setting that allows students to learn in an environment representative of operational conditions. The purpose of this article was first to determine if simulation was an appropriate teaching modality to incorporate into the anesthesia machine course and second to explore the outcomes of utilizing such a modality in a traditional course.


Methods: This 2 group post-test design measured anesthesia machine learning in a traditional classroom and after introduction of simulated operating room experiences. Using the Food and Drug Administration (FDA)-approved anesthesia machine checklist, a simulation exercise was formulated to review the basic function of the machine. Students were divided into groups and taken to the hospital operating room twice. The first session reviewed the FDA checklist and focused on the components and their intended usage and proper function. The second session discussed plausible machine failure scenarios. Three written exams, a final oral exam, and course evaluations were used to measure pre- and post-exercise mastery of material, competency, student satisfaction, and confidence.


Results: There were no statistical differences in mastery of material or competency with the modified course. However, student satisfaction and perceived confidence increased.


Conclusion: Use of simulation in the nurse anesthesia machine and equipment course allowed students to practice infrequent events that have grave consequences. Changing the way that nurse anesthesia programs teach this course could not only provide safer, more competent providers but also improve anesthesia safety overall.

Author Biographies

Rachel Marie Smith-Steinert, DNP, CRNA, University of Cincinnati, College of Nursing

Assistant Program Director-Nurse Anesthesia University of Cincinnati, College of Nursing

Melissa Stec, DNP, CNM, APRN, FACNM, FAAN, SUNY Downstate College of Nursing
Professor & Associate Dean for Evaluation and Educational Innovation SUNY Downstate College of Nursing

References

1. Dalley P, Robinson B, Weller J, Caldwell C. The use of high-fidelity human patient simulation and the introduction of new anesthesia delivery systems. Anesth Analg. 2004;99(6):1737-1741. https://doi.org/10.1213/01.ANE.0000136804.46675.EA.
2. Mehta S, Eisenkraft J, Posner K, Domino K. Patient injuries from anesthesia gas delivery equipment. Anesthesiology. 2013;119(4):788-795. https://doi.org/10.1097/ALN.0b013e3182a10b5e.
3. Cannon-Diehl M. Simulation in healthcare and nursing. Crit Care Nurs Q. 2009;32(2):128-136. https://doi.org/10.1097/CNQ.0b013e3181a27e0f.
4. Turcato N, Roberson C, Covert K. Education news. Simulation-based education: what’s in it for nurse anesthesia educators? AANA J. 2008;76(4):257-262.
5. Knowles MS. Adult education: new dimensions. Educ Leadersh. 1975;33(2):85-88.
6. Zigmont J, Kappus LJ, Sudikoff SN. Theoretical foundations of learning through simulation. Semin Perinatol. 2011;35(2):47-51. https://doi.org/10.1053/j.semperi.2011.01.002.
7. Clapper TC. Beyond Knowles: what those conducting simulation need to know about adult learning theory. Clin Simul Nurs. 2010;6(1):e7-e14. https://doi.org/10.1016/j.ecns.2009.07.003.
8. Curtin MM, Dupuis MD. Development of human patient simulation programs: achieving big results with a small budget. J Nurs Educ. 2008;47(11):522-523. https://doi.org/10.3928/01484834-20081101-02.
9. Lasater K. High-fidelity simulation and the development of clinical judgment: students’ experiences. J Nurs Educ. 2008;46(6):269-276.
10. Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27(1):10-28. https://doi.org/10.1080/01421590500046924.
11. Grant DJ. Training using medical simulation. Archives of Disease in Childhood. 2012:97(3): 255; 255-259; 259.
12. Cook DA, Hatala R, Brydges R, et al. Technology-enhanced simulation for health professions education: A systematic review and meta-analysis. JAMA. 2011;306(9):978-988. https://doi.org/10.1001/jama.2011.1234.
13. Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis. Acad Med. 2013;88(8):1178-1186. https://doi.org/10.1097/ACM.0b013e31829a365d.
14. McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Acad Med. 2011;86(6):706-711. https://doi.org/10.1097/ACM.0b013e318217e119.
15. Harder BN. Use of simulation in teaching and learning in health sciences: a systematic review. J Nurs Educ. 2010;49(1):23-28. https://doi.org/10.3928/01484834-20090828-08.
16. Laschinger S, Medves J, Pulling C, McGraw R, Waytuck B, Harrison M. Effectiveness of simulation on health profession students’ knowledge, skills, confidence and satisfaction. Int J Evid-Based Healthc. 2008;6:278-302.
17. Ruesseler M, Weinlich M, Müller MP, Byhahn C, Marzi I, Walcher F. Simulation training improves ability to manage medical emergencies. Emerg Med J. 2010;27(10):734-738. https://doi.org/10.1136/emj.2009.074518.
18. Mudumbai SC, Fanning R, Howard SK, Davies MF, Gaba DM. Use of medical simulation to explore equipment failures and human-machine interactions in anesthesia machine pipeline supply crossover. Anesth Analg. 2010;110(5):1292-1296. https://doi.org/10.1213/ANE.0b013e3181d7e097.
19. Park CS, Rochlen LR, Yaghmour E, et al. Acquisition of critical intraoperative event management skills in novice anesthesiology residents by using high-fidelity simulation-based training. Anesthesiology. 2010;112(1):202-211. https://doi.org/10.1097/ALN.0b013e3181c62d43.
20. Institute of Medicine. The Future of Nursing: Leading Change, Advancing Health. Washington, DC: National Academies Press; 2011.
Published
2018-10-31
How to Cite
SMITH-STEINERT, DNP, CRNA, Rachel Marie; STEC, DNP, CNM, APRN, FACNM, FAAN, Melissa. Using Video Assisted Technology and Simulation to Transform a Nurse Anesthesia Machine and Equipment Course. Anesthesia eJournal, [S.l.], v. 6, p. 26-32, oct. 2018. ISSN 2333-2611. Available at: <http://anesthesiaejournal.com/index.php/aej/article/view/79>. Date accessed: 19 nov. 2018.
Section
Articles