top of page

Strategy Submission

Cory Doolittle: Impaired Nurse Simulation

Author:

Maria del Carmen Molle

MSN, RN-BC

Title:

Assistant Professor-Nursing

Coauthors:

Professor Heather Heithoff, MN, RN

Institution:

Raritan Valley Community College

Email:

maria.molle@raritanval.edu

Competency Categories:

Evidence-Based Practice, Patient-Centered Care, Safety, Teamwork and Collaboration

Learner Level(s):

Pre-Licensure ADN/Diploma, Pre-Licensure BSN, RN to BSN

Learner Setting(s):

Classroom, Skills or Simulation Laboratories

Strategy Type:

General Strategy

Learning Objectives:

The nursing student will: - demonstrate sensitive patient-centered care to an impaired nurse. - apply the clinical judgment model to implement appropriate nursing interventions to a substance-impaired nurse (patient safety, patient-centered care) - apply evidence-based practice in the assessment of the substance impaired nurse (evidenced-based practice). - demonstrate professional behaviors while prioritizing and managing nursing care to a substance-impaired nurse while collaborating with multiple nursing specialist(s) (Patient-centered care, teamwork, and collaboration, safety). - demonstrates standardized nursing practice and use of technology that supports patient safety and quality patient-centered care (Evidenced-based practice, teamwork & collaboration, safety). - demonstrate effective communication with team members to assist the patient achieve health care goals (Teamwork & collaboration).

Strategy Overview:

The Cory Doolittle: Impaired Nurse Simulation, provides nursing faculty and students the opportunity to participate in a clinical judgment activity in order to provide the appropriate care for an impaired patient while collaborating with interprofessional team members. The Impaired Nurse Simulation can be used for graduating ADN or BSN nursing students. The students are expected to apply all levels of clinical judgment model but more specifically all the steps in level 3 when providing care to a substance-impaired nurse. This activity has been designed to facilitate the clinical judgment process when assessing patients with substance abuse disease processes and providing the appropriate required patient-centered care.

Submitted Materials:

279.2SimulationImpaired-Nurse-DebriefingTools.docx - https://drive.google.com/open?id=1s03f8rZG1lQAX9K7ikiAGaZUhrnEPd1C&usp=drive_copy

279.1Simulation-Scenario-CoryDoolittleImpaired-Nurse.docx - https://drive.google.com/open?id=1s9UY-TRu-6YBSfweSuoSHQE_UeDS9PDr&usp=drive_copy

​

​

​

​

​

​

Additional Materials:

Cory Doolittle: Impaired Nurse Simulation and Debriefing Tools.

References:
Adams, M., Holland, N. and Urban C. (2017). PHARMACOLOGY FOR NURSES-A PATHOPHYSIOLOGIC APPROACH. Pearson.
Barlett, D. (2019). Drug Diversion Training. nurseCe4Less.com
Chmil, J.V. (2016). Prebriefing in Simulation-Based Learning Experiences. Nurse Educator- Teaching Strategies. Vol.41, 64-65. http://dx.doi:10.1097/NNE.0000000000000217
Cutara, K.P (2015). Prebriefing in Nursing Simulation: A Concept Analysis. Clinical Simulation in Nursing. (2015). 11, 335-340. http://doi.org./10.1016.ecns.2015.05.001.
Dusaj, T.K. (2014). Five Fast Fixes: Debriefing. INASCL. http://doi.org/10.1016/j.ecns.2014.06.002
Gardner, R. (2013). Introduction to Debriefing. SciVerse Science Direct. 37(2013) 166-174.
http://dx.doi.org/10.1053/jsemperi2013.02.008
Halter, M.J. (2018). Varcarolis’ FOUNDATIONS of PSYCHIATRIC-MENTAL HEALTH NURSING: A Clinical Approach. Elsevier.
Lestander, O., Lehto, N. and Engstrom, A. (2016). Nursing students’ perceptions of learning after high fidelity simulation: Effects of a Three-step Post-simulation Reflection Model. Nurse Education Today. 40(2016) 219-234. http://dx.doi.org/10.1016/jnednedt201603011.
NCSBN (2014). NCSBN Guidelines for Alternative Programs and Discipline Monitoring Programs. Substance Use Disorder Guidelines. https://www.ncsbn.org/Mgr_SUDiN_Brochure_2014.pdf
https://www.ncsbn.org/SUDN_11.pdf
NCSBN (2020). NCSBN Clinical Judgement Model. https://www.ncsbn.org/search.htm?q=clinical+judgement+model.
NCSBN (2020): NCSBN State Boards of Nursing.
https://www.ncsbn.org/search.htm?q=state+board+of+nursing
New Jersey Board of Nursing Laws (2020).
https://www.ncsbn.org/SUDN_11.pdf
Plus/Delta Template Example: https://miro.com/templates/plus-delta/
RAMP of N.J. (2019). RAMP, Recovery and Monitoring Program. RAMP@njsna.org, peerassistance@njsna.org, www.njsna.org.

Evaluation Description:

Pre-briefing Time: 1 hour All students will engage in an open discussion regarding medication diversion specifically by the nurse in varied healthcare settings and current national substance abuse situations with participation in a pre- and post-test. The students are randomly assigned nursing roles: Cory: impaired nurse, Avery: Cory’s partner, Surgical Nurse, ED nurse preceptor, ED nurse preceptee, Psychiatric Advanced Practice Nurse and 4 nursing student observers for a total of 10 potential student participants. Expected Simulation Run Time: 20 minutes Debriefing Time: 40 minutes
bottom of page