Mason Virginia M, Lyons Patricia
Virginia M. Mason, PhD, RN, CCRN, ACNS-BC, is a nurse educator for Critical Care and Perioperative Services at Boston Medical Center. She has a BSN from Boston College, MSN from Yale University Graduate School of Nursing, and PhD from University of Mass Worcester-Amherst Collaborative Graduate School of Nursing and has completed postdoctoral studies at Yale University Graduate School of Nursing. She is a member of the Advisory Board of the Continuing Nursing Education Provider Unit at Boston University School of Medicine. Patricia Lyons, MSN, RN, CNS-BC, CCRN, CPAN, is a clinical educator for Critical Care and Perioperative Services at Boston Medical Center. She has a BSN from the University of Massachusetts at Boston and MSN and post master's certificate in education from Regis College. She is the 2012-2013 President of the Greater Boston Chapter of the American Association of Critical-Care Nurses.
Dimens Crit Care Nurs. 2013 Nov-Dec;32(6):280-5. doi: 10.1097/DCC.0000000000000002.
Multidisciplinary clinical simulation can be an essential part of nursing education strategies to improve and enhance patient safety and experience. Clinical simulation can be utilized to change practice, reinforce practices, and direct patient and family education needs for a safe discharge. Anaphylaxis is potentially fatal and is increasing in occurrence. A simulation scenario was designed by a multidisciplinary team to review anaphylaxis recognition and to provide simulated practice for emergency response. Clinical scenarios were developed based on evidence-based practices and included a prebriefing and postdebriefing. Bandura's self-efficacy theory was used as a framework to develop the project, as it supports behavior change strategies well suited for clinical simulation. Clinical simulations provide a nonthreatening environment for staff to learn, practice, and receive feedback to improve patient care and serve as a vehicle to role-play expected practices, enhance communication between disciplines, demonstrate progress, and evaluate competency.
多学科临床模拟可以成为护理教育策略的重要组成部分，以改善和提高患者安全及体验。临床模拟可用于改变实践、强化实践，并指导患者及其家属安全出院所需的教育。过敏反应有潜在致命性且发生率在上升。一个多学科团队设计了一个模拟场景，以复习过敏反应识别并提供应急反应的模拟实践。临床场景基于循证实践开发，包括预简报和后简报。班杜拉的自我效能理论被用作开发该项目的框架，因为它很好地支持了适合临床模拟的行为改变策略。临床模拟为工作人员提供了一个无威胁的环境，以便他们学习、实践并获得反馈，从而改善患者护理，并作为一种手段来模拟预期实践、加强学科间沟通、展示进展和评估能力。
