Smart Hospital Nurse Researchers
- Jennifer Roye, MSN, RN, CHSE is the Assistant Dean for Simulation and Technology supervising the healthcare simulation team at the new CONHI Smart Hospital.
- Lori Camperlengo, MSN, RN, NI-BC, CHSE is a Clinical Assistant Professor currently working full-time as a faculty member in the Academic/Professional Track. She is Clinical Simulation Faculty in the CONHI Smart Hospital for the Undergraduate Nursing program simulations in N3661 Care of the Adult course. She is a Principal Investigator (PI) for the research project with this clock.
- Katherine A. Kreis, MSN, RN, CHSE is a Clinical Assistant Professor currently working full-time as a faculty member in the Academic/Professional Track. She is Clinical Simulation Faculty in the CONHI Smart Hospital for the Undergraduate Nursing program simulations in N3632 Clinical Nursing Foundations course. She is a Principal Investigator (PI) for the research project with this clock.
Smart Hospital Technical Team
- Shawn Geiser, PhD. is a full time faculty member and Faculty Advisor for senior students in the Computer Science program at UTA.
- Kyle Martin is a simulation operations technician for the CONHI Smart Hospital, assisting all teams with computer and technical services.
Computer Sciences Student Programmers
- Meaza Abera
- Nicholas Addyman
- Chonrev Cal
- Craig Holguin
- Abdur Hossain
ABSTRACT
Time management, time awareness, and prioritization are paramount skills that nurses must acquire as these human-factors skills directly impact patient safety. The use of timed clinical simulations in nursing education does provide novice nursing students with opportunities to practice the skills that are important to their future responsibilities as new nurses. Formative simulations have been proven to contribute to student learning, confidence, and self-reflection and are commonplace in nursing education. Further increasing the fidelity of these clinical scenarios by including the use of simulations with time constraints and decision making, contributes to the student’s growing skills in critical thinking and clinical judgement. This encourages each student to recognize the need to become self-paced workers, thus creating an indirect time management training process. Providing this visual cue in simulation is vital to help students begin to practice self-regulating the pace during simulation scenarios. Student nurses are expected to practice these skills independently on their first day of clinical skills practice in providing direct patient care. For this reason, we are creating a simulation clock/timer to improve the fidelity (or realism) during simulation activities. It is our goal to improve learner psychological safety and empower learner confidence in time management during simulation.
DISPLAY UNIT v1.0 (click to enlarge)
References
Behdarvand, M., Ahmadi, M., & Khajeali, N. (2023). Perceived clinical competence and predictive role of time management in nursing students. Nurse Education in Practice, 72, 103789. https://doi.org/https://doi.org/10.1016/j.nepr.2023.103789
Ozsoy, D. (2014). University students in the examination of skills and attitudes of time management. Procedia – Social and Behavioral Sciences, 152, 358-361. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.09.211
Wolters, C. A., & Brady, A. C. (2021). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 33(4), 1319-1351. https://doi.org/10.1007/s10648-020-09519-z