A collaborative exercise between graduate and undergraduate nursing students using a computer-assisted simulator in a mock cardiac arrest.

Faculty at the University at Buffalo designed and implemented a mock cardiac arrest that involved joint participation by both undergraduate and graduate students. Various instruments were developed to evaluate the effectiveness of this teaching modality, including scales that measured pre- and postsimulation knowledge and confidence. Students were also asked to evaluate the strengths and weaknesses of the experience especially regarding teamwork during an emergency situation. Management of the arrest by the graduate students was evaluated using a scale that included competency criteria related to assessment, diagnosis, treatment, and resource management. Undergraduate students' performance was also evaluated. Using paired t-test statistics, postsimulation knowledge scores were significantly higher than presimulation scores (p = .000), while postsimulation confidence scores were not statistically significant (p = .177). Students at both levels reported high satisfaction with the experience and with the opportunity to participate in a simulated cardiac arrest as a member of the health team. The use of a computer-assisted human patient simulator involving different levels of nursing students appears to be an effective teaching method; more investigation into specific outcomes is needed.

Use of a human simulator for undergraduate nurse education.

Use of a human patient simulator has been identified as an effective teaching strategy in many areas of the health care field. However, there is little information to help faculty learn the general principles of simulation. This article provides basic concepts to those anticipating simulator use. A guide for running a successful simulation is provided. A heart failure scenario is used as an example.