Pandemic Crisis: Simulation Contingency Plans

Abstract

Background The COVID-19 pandemic has disrupted the typical delivery of nursing education. Multifactorial issues related to the pandemic and clinical placements have forced nurse educators to employ innovative strategies for content delivery. Methods This article is an accounting of a simulation team response to the move to all remote or virtual simulated learning experiences over a two-week period and lessons learned on how to move forward with simulated learning contingency plans. Results Learning outcomes were achieved via the delivery of online commercial and faculty made experiences to simulate clinical practice. Simple and easy to use guides assisted both students and faculty for a positive experience. Conclusion Creating a detailed formal contingency plan for emergencies is essential for nursing programs. Additionally, the pandemic highlighted the importance of continuing faculty development and education in online, virtual, and simulation pedagogy. Finally, it is recommended that schools of nursing implement formal policies for replacement of clinical hours with simulation.

Hospital-Level COVID-19 Preparedness and Crisis Management in Czechia

“…After the COVID-19 pandemic experience, challenging infection and prevention control scenarios, such as large-scale pandemics of high transmissibility and/or high-mortality, should also be included in the list of regularly tested situations in all countries. Examples of good practice exist [21][22][23] and can serve as valuable references. Comparison of the results with available alternatives of risk assessment in medical facilities from other countries [24] suggests a significant need for improvement in the risk analysis area of Czech hospitals, in terms of frequency, form, extent, and detail.…”

Educational Effects of Simulation and Non-Simulation Training in Airway Management according to Levels of the Kirkpatrick Model: A Systematic Review and Network Meta-Analysis

“…Sim conducted face to face is often withheld to prevent the spread of infection between instructors and learners or between learners. In such cases, non-Sim, which also allows for providing individualized instruction, should be included in clinical education as an appropriate alternative [ 29 ]. Therefore, information on the evaluation of non-Sim in comparison to that of Sim and no educational intervention (NI) is necessary.…”