Using simulation to introduce students and healthcare professionals to losses experienced by older adults: a pre-post analysis.

BACKGROUND: To introduce students and healthcare professionals to losses experienced by older adults and instill compassion among interprofessional learners, an interactive narrative simulation activity was developed and incorporated in clinical staff orientation and student professional course work. Narrative simulation allows learners to incorporate skills of examination, exploration, sharing, and reflection applied to simulated losses and lived experience of the older adult to promote empathy and understanding. METHODS: A pre-post analysis was conducted to evaluate changes in self-reported empathy scores among nurses, pharmacists, student nurses and student pharmacists using the 20-item Jefferson Scale of Empathy©, Health Professional and Health Professional Student versions. The instrument was administered prior to and after narrative simulation participation. RESULTS: A total of 152 students and 107 health care professionals completed both assessments. Median (interquartile range, IQR) post-simulation scores were significantly higher among nursing professionals [118.5 (112.25, 126.75) versus 126 (117, 132); P < 0.001; effect size 0.81] and nursing students [116 (107, 121) versus 119 (109, 126); P < 0.001; effect size 0.28], as well as pharmacy students [111 (101, 117) versus 116 (107.5, 125); P < 0.001; effect size 0.47]. Although a moderate effect size of 0.7 was observed for pharmacy professionals, there was no difference between pre- and post-activity empathy scores [117 (98, 137) versus 116 (101, 137); P = 0.16] for pharmacists participating in the narrative simulation exercise. CONCLUSIONS: A statistically significant change in self-reported levels of empathy, particularly for nurses, nursing students, and pharmacy students, was observed; results of this activity did not suggest a change in pharmacist self-reported empathy levels. This activity could be implemented by educators seeking to increase awareness of losses experienced by the older adult.

2018 American Society of Consultant Pharmacists Annual Meeting & Exhibition.

Poster abstracts are evaluated based on the following criteria: significance of the problem to healthy aging or medication management; innovativeness of ideas, methods, and/or approach; methodological rigor of methods and approach; presentation of finding; implications identified for future research, practice, and/or policy; and clarity of writing. Submissions are not evaluated through the peer-reviewed process used by The Consultant Pharmacist. Industry support is indicated, where applicable. Presenting author is in italics. The poster abstract presentation is supported by the ASCP Foundation.

Strengthening the foundation for the future of nursing through a Summer Study Hall program at an academic medical center.

PURPOSE: The purpose of this article was to describe the development and implementation of an innovative Summer Study Hall program developed by clinical nurse specialists (CNSs)/clinical nurse educators (CNEs) in an urban academic medical center. BACKGROUND: The program was implemented as a strategy to give nursing students the opportunity to enhance their clinical skills. The chosen skills are considered high risk for hospitals and have major impact on the American Nurses Association National Database for Nursing Quality Indicators, such as ventilator-associated pneumonia and catheter-acquired urinary tract infections. The secondary purpose of the program is to provide a venue to be able to work with potential employees and determine if they have the potential to be promising employees. METHODS: A group of 20 students voluntarily met with a CNS/CNE weekly for 4 weeks in a simulation laboratory to review and demonstrate skills such as Foley catheter insertion and suctioning. RESULTS/CONCLUSION: The program was very well received by participants as well as by the CNS/CNE faculty. The program will continue annually, and some modifications have been made to include nonclinical topics such as professional development skills (eg, interviewing skills and résumé preparation).