High-fidelity Human Patient Simulators Compared with Human Actors in an Unannounced Mass-Casualty Exercise

2014 ◽  
Vol 29 (2) ◽  
pp. 176-182 ◽  
Author(s):  
Christian M. Schulz ◽  
Matthias Skrzypczak ◽  
Stefan Raith ◽  
Dominik Hinzmann ◽  
Veronika Krautheim ◽  
...  

AbstractHigh-fidelity simulators (HFSs) have been shown to prompt critical actions at a level equal to that of trained human actors (HAs) and increase perceived realism in intrahospital mass-casualty incident (MCI) exercises. For unannounced prehospital MCI exercises, however, no data are available about the feasibility of incorporating HFSs. This case report describes the integration of HFSs in such an unannounced prehospital MCI drill with HAs and provides data about the differences concerning triage, treatment, and transport of HFSs and HAs with identical injury patterns. For this purpose, 75 actors and four high-fidelity simulators were subdivided into nine groups defined by a specific injury pattern. Four HFSs and six HAs comprised a group suffering from traumatic brain injury and blunt abdominal trauma. Triage results, times for transport, and number of diagnostic and therapeutic tasks were recorded. Means were compared by t test or one-way ANOVA.Triage times and results did not differ between actors and simulators. The number of diagnostic (1.25, SD = 0.5 in simulators vs 3.5, SD = 1.05 in HAs; P = .010) and therapeutic tasks (2.0, SD = 1.6 in simulators vs 4.8, SD = 0.4 in HAs; P = .019) were significantly lower in simulators. Due to difficulties in treating and evacuating the casualties from the site of the accident in a timely manner, all simulators died. Possible causal factors and strategies are discussed, with the aim of increasing the utility of simulators in emergency medicine training.SchulzCM, SkrzypczakM, RaithS, HinzmannD, KrautheimV, HeuserF, MayerV, KreuzerC, HimslM, HollM, LippC, KochsEF, WagnerKJ. High-fidelity human patient simulators compared with human actors in an unannounced mass-casualty exercise. Prehosp Disaster Med. 2014;29(2):1-7.

2011 ◽  
Vol 45 (11) ◽  
pp. 1159-1160 ◽  
Author(s):  
Judy R Harris ◽  
Richard J Helyer ◽  
Eugene Lloyd

Curationis ◽  
2019 ◽  
Vol 42 (1) ◽  
Author(s):  
Hafaza B. Amod ◽  
Petra Brysiewicz

Background: The need to use innovative teaching and learning strategies in the nursing pedagogy is important in the 21st century. The challenges of clinical sites and opportunities for nursing students to gain clinical experience are a growing concern for many nurse educators. High-fidelity human patient simulators (HFHPS) are computerised mannequins that replicate a real-life patient, and when integrated into classroom teaching they allow students to become fully immersed into an almost real-life scenario.Objectives: The aim of this study was to describe how HFHPS can promote experiential learning following the management of postpartum haemorrhage as a midwifery clinical emergency.Method: A descriptive qualitative research approach was carried out in this study. The research setting was a local university in KwaZulu-Natal. The total population included all (N = 43) fourth-year baccalaureate of nursing undergraduate student midwives who participated as observers and/or role-players of a scenario role-play. An all-inclusive sampling was performed. There were 43 student midwives involved in the simulation teaching session with 6 of these students actively participating in each role-play at a time, while the remaining 37 observed. This occurred in two separate sessions and all the student midwives were involved in a debriefing session. These student midwives were then followed up and asked to participate in a focus group. The data in this article came from two separate focus groups which comprised 20 student midwives in total. Data were analysed using content analysis.Results: Four categories emerged from the data, namely HFHPS offers a unique opportunity for student midwives to manage complex real-life emergencies; promotes reflection by allowing student midwives to reflect or review their roles, decisions and skills; allows student midwives to learn from their own experiences and encourages student midwives to try out what they learnt in a real-life situation.Conclusion: High-fidelity human patient simulators can be used in a complex case scenario to promote experiential learning of a clinical emergency.


2013 ◽  
Vol 11 (2) ◽  
pp. 61-65 ◽  
Author(s):  
Pamela L. Smithburger ◽  
Sandra L. Kane-Gill ◽  
Megan A. Kloet ◽  
Brian Lohr ◽  
Amy L. Seybert

2001 ◽  
Vol 32 (2) ◽  
pp. 194-204 ◽  
Author(s):  
Wendy M. Nehring ◽  
Wayne E. Ellis ◽  
Felissa R. Lashley

2006 ◽  
Vol 30 (4) ◽  
pp. 242-247 ◽  
Author(s):  
Whitney A. Cesari ◽  
Dominique M. Caruso ◽  
Enela L. Zyka ◽  
Stuart T. Schroff ◽  
Charles H. Evans ◽  
...  

Human patient simulators are widely used to train health professionals and students in a clinical setting, but they also can be used to enhance physiology education in a laboratory setting. Our course incorporates the human patient simulator for experiential learning in which undergraduate university juniors and seniors are instructed to design, conduct, and present (orally and in written form) their project testing physiological adaptation to an extreme environment. This article is a student report on the physiological response to acute carbon monoxide exposure in a simulated healthy adult male and a coal miner and represents how 1) human patient simulators can be used in a nonclinical way for experiential hypothesis testing; 2) students can transition from traditional textbook learning to practical application of their knowledge; and 3) student-initiated group investigation drives critical thought. While the course instructors remain available for consultation throughout the project, the relatively unstructured framework of the assignment drives the students to create an experiment independently, troubleshoot problems, and interpret the results. The only stipulation of the project is that the students must generate an experiment that is physiologically realistic and that requires them to search out and incorporate appropriate data from primary scientific literature. In this context, the human patient simulator is a viable educational tool for teaching integrative physiology in a laboratory environment by bridging textual information with experiential investigation.


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