University of Vermont

Clinical Simulation Laboratory

education and training

Education and Training

Education and Training

Clinical Simulation Laboratory faculty and staff partner with educators within the University of Vermont and The University of Vermont Medical Center and throughout the region to develop and successfully implement innovative and effective education programs.

During a routine week, training activities at the Clinical Simulation Laboratory might include nursing students doing a clinical scenario with a high-fidelity mannequin, OB/Gyn residents practicing laparoscopy procedures, medical students learning to take a medical history, or local EMTs performing intubations for their paramedic training.

Simulation Methodologies

A variety of simulation methodologies are utilized in the Clinical Simulation Laboratory. The Clinical Simulation Laboratory will offer the required training as needed for individual faculty members.

Technical skill simulations involve the use of task trainers which typically focus on single skills, such as urinary catheterization, suctioning central line insertion, lumbar puncture, suturing, chest tube insertion, etc. Any faculty who perform the task at The University of Vermont Medical Center can teach such skills in the Clinical Simulation Laboratory and will be trained to use the task trainer according to manufacturer's directions by the Clinical Simulation Laboratory staff. Examples of recent projects include:

  • More than 100 residents and nurses have been trained in the proper method of central line insertion following The University of Vermont Medical Center policy. This simulation training has been shown to reduce the risk of complications, therefore reducing health care costs.
  • General surgery residents are practicing vascular surgical procedures on task trainers.
  • The Initiative for Rural Emergency Medical Services program is using task trainers and simulators weekly to train paramedics.
  • PACU nurses have had advances simulator training in airway management.

Virtual reality simulations typically involve computer-generated graphics replicating a procedure such as endoscopy or laparoscopy. Faculty who do these procedures at The University of Vermont Medical Center may perform in a teaching role in the Clinical Simulation Laboratory provided they have read the appropriate manual, had hands-on training, and have demonstrated competency to qualified faculty or simulation laboratory staff for the device according to manufacturer's directions.

Standardized patient simulations require training for both the standardized patient and faculty. Training will be provided by the Clinical Simulation Laboratory for the standardized patients based on clinical scenarios. Faculty who have not worked with standardized patients need to be oriented to the SP method prior to working with SP in a teaching or assessment scenario. Hybrid simulations which utilize a task trainer and a standardized patient are allowed as long as the faculty has had the necessary familiarization with the task trainer and meets Level 1 standards described above. Hybrid simulation may also include use of a standardized patient and a simulator. Examples of recent projects include:

  • Speech therapists utilize standardized patients to deal with acute and chronic care and therapy of stroke patients.
  • Standardized patients are being used to help train novice nurses to communicate effectively with the health care team when patients are in crisis.
  • Standardized mom in a highly activated emotional state and new born baby mannequin in distress are being used to train pediatric residents in neonatal resuscitation and communication skills.

High-fidelity simulations typically involve high end human patient simulators, crisis management skills, procedural skills, multi-disciplinary training, and extensive debriefing. Faculty participating in this will be required to attend Clinical Simulation Laboratory training with a focus on briefing, debriefing and scenario writing and planning (or an equivalent outside CME course). Examples of recent projects include:

  • Undergraduate nurses use simulation to prepare for common medical-surgical and obstetrical patient scenarios. Junior nursing students are introduced to complex emergency room scenarios.
  • The Initiative for Rural Emergency Medical Services program is using task trainers and simulators weekly to train paramedics.
  • High-fidelity mannequins and simulated Operating Room staff are being used to train anesthesiology residents, OR nurses and OR technicians to work together as a team to effectively manage low incidence high mortality emergencies secondary to anesthesia.

Last modified November 24 2014 10:48 AM