Learn Something New With Education and Research Courses at SG18AUS
No matter how far removed we are from school, we never stop learning. Education plays an important part in all of our lives and you can improve upon your knowledge in SG18AUS's Education and Research Track. In addition to a number of hands-on moulage, management, medical, and simulation courses, these education and research programs highlight the latest learnings in the world of simulation. If you haven't already signed up for SG18AUS, we're only about two weeks away from the early bird registration deadline of May, 31. Sign up now to save USD $150 / AUD $200!
Host: University of the Sunshine Coast Sippy Downs, QLD
Pre-Symposium: 27th June, 2018 Symposium: 28th-29th June, 2018
Early Bird Registration (Ends May 31) USD$425/AUD$570
Regular Registration: USD$575/AUD$770
A2: Midwifery Education Using 3D Technology Midwifery Education Artefact - Michelle Gray
There is a lack of suitable resources to teach some complex subjects within midwifery. Book illustrations do not provide comprehensive illustrations of normal reproductive anatomy and physiology. Many people find it difficult to understand concepts from text book readings alone preferring visual representations. The Midwifery artefact provides students with a visual representation of the internal anatomical layers of the muscles, blood vessels and placenta and membranes. The artefact simulates the expulsion of the placenta and membranes and shows the normal physiological response of how the blood vessels contract to prevent haemorrhage. Furthermore the artefact demonstrates how the uterus involutes as it retracts back into the pelvis over the course of the postnatal period. This podium presentation will share with the audience the challenges and achievements that were experienced by the team in the creation and implementation of this midwifery artefact.
A2: Student responses to the introduction of 3D visualisation technology in midwifery education - Terri Downer
An essential part of midwifery education is to facilitate the linking of theory to practice. Some events such as physiological involution of the uterus are impossible to recreate. A 3D artefact to assist students with their understanding of the anatomy and physiology of the uterus, placenta and membranes and the physiological processes that simultaneously occur after the birth of a baby was developed. Student responses towards this new technology were investigated and the results will be shared.
A5: SimPharm: A Virtual Pharmacological Platform - Lynn Welch
ISIMULATIONiQ SimPHARM™ is an innovative virtual pharmacological platform that replicates the professional practices of actual pharmacists. SimPHARM provides a webbased simulated environment that is consequence-free, safe, and relevant for students to learn about how drugs interact with human physiology based on age, pre-existing conditions and other medications. The platform also focuses on critical decision making for pharma including motivations, processes, and consequences.
B1: Simulation Design for Undergraduate Programs Altered simulation design and delivery to enhance learner outcomes and increase simulation capacity - Robin Brown & Sonia Butler
The increasing tertiary undergraduate nursing numbers and the altered health workforce needs dictate that nursing educators should reconsider the way simulations are delivered. This presentation shares the results of research evaluating the altered delivery structure of high fidelity simulations for a large nursing cohort. Together with increased student capacity and increased delivered simulations, findings suggest enhanced learner engagement and outcomes and anecdotally reports transference to clinical practice.
B1: Realistic paramedic nightshift training to undergraduate students through simulation - Alecka Miles
This presentation will discuss a simulated paramedic night shift undertaken by ECU undergraduate paramedic students. Current, paramedic training does not routinely include 12-14 hour overnight clinical placements or simulations. Presenters will discuss both reportable and measurable level of fatigue over the simulation and how this may affect paramedic clinical decisionmaking. The challenges and logistics of staging this simulation, limitations and benefits of the research will be addressed.
C5: Scenario Development Workshop
In this interactive workshop you will learn the basics of scenario development,- the who, what, where, when, how and why of developing great scenarios. Aimed at the novice to intermediate level, this workshop will provide you with the skills to be able to create a scenario that meets the needs of you as a facilitator, technicians and faculty members and most importantly the needs of your participants. You will have the opportunity to create a scenario from scratch, discuss common pitfalls and barriers and explore the different elements of scenario development.
D6: Debriefing: The Perks of Planning and Best Practice Process - Emma Horsfield
Debriefing simulation sessions can be daunting, especially when you are just starting out in simulation based education. However, debriefing need not be terrifying for either the participants in the simulation or the person/s facilitating the debrief. This interactive workshop will assist with the development of the knowledge and skills required to effectively plan, prepare and conduct debriefing sessions. This session is for beginner to intermediate level simulationists.
E5: Rethinking Improvement in Hospital Care: A SystemsBased Approach - Dylan Campher
The Systems and Safety Improvement (SSi) program is an initiative aimed at revitalising safety, quality and systems improvement functions and bringing best evidence to practice, in a partnership model with hospital-based front-line clinicians. This program is informed by emerging evidence in healthcare improvement, complex systems theory, human factors and safety engineering, all of which strongly indicate that conventional thinking and improvement tools are often proving insufficient.
F4: Serious Games and Visualisation as a Teaching Tool Using 3D Immersion to Teach Threshold Concepts in Anatomy and Physiology - Ann Framp & Julie Hanson
The study investigated the value of exposing first year undergraduate nursing students who were studying anatomy and physiology to three different immersive teaching technologies: (i) AnatomageTM (ii) CAVE2TM and (iii) holographic imagery. The study evaluated the perceived benefits in understanding course material and satisfaction with the teaching approach using new technology. This presentation will showcase the immersive teaching strategies and share the results of the study
F4: CliNCare: An Innovative Approach to Improve SelfConfidence and Clinical Reasoning in the Nutrition Care Process - Hattie Wright
In dietetics, as in many other Allied Health professions and Medicine, effective clinical reasoning skills is critical to prevent adverse patient outcomes, improve quality of patient care, and enhance both patient and staff satisfaction. Faculty, however find it difficult to teach clinical reasoning skills and students find it hard to develop these skills. This presentation reports on the development and implementation of the CliNCare application, a serious game, in the education of pre-placement dietetic students.
F5: Creating Fidelity: Authentic Simulation-based Teaching Learning and Assessment - Irwyn Shepherd, Amanda Davies, Elyssebeth Leigh
This workshop explores knowledge required to connect educational theory and simulation-based learning practice. Participants experience an action research methodology to extend their knowledge about uses of simulation for learning and assessment. Key outcomes include: improved personal capacity for making the argument for simulation as a valid teaching, learning and assessment strategy; increased knowledge of educational concepts contributing to integration of theory and practice; enhanced awareness of how to blend theories and practices to enhance learning outcomes.