A revolutionary patient simulator, one of the first in the region, better prepares nursing students for patient care.
Nursing students will become acquainted with one of the sickest patients ever to grace The University of Tulsa’s campus. From bioterrorist attacks, respiratory failures and chronic heart disease, the TU School of Nursing’s newest friend has seen it all.
But, there’s no need to quarantine our new friend just yet. Stan, as we affectionately call him (short for iStan), is the School’s most revolutionary patient simulator.
The first simulator to be modeled from a real human cast, Stan has a human-like skeletal structure and imitates the anatomical operations of an actual human body. Stan has a pulse, a respiratory system, blood pressure and a heart beat. He has a lifelike neck, spine, arms and hips. He feels just like a real person.
Stan makes breathing sounds, sweats, cries, urinates, has 14 pulses, and can say yes, no, ouch and more. You can suction Stan, add chest tubes and perform chest compressions.
And because he’s the first simulator that’s fully wireless and battery-operated, Stan is portable and can adapt to any situation. With Stan, classroom learning — almost literally — comes alive for nursing students.
“They’ll gain real-world experience before advancing to clinical sites at area hospitals and will learn how to deal with illnesses they might not encounter during clinical classes. This patient simulator goes above and beyond any technology the nursing students have yet to encounter,” said Susan Gaston, director of the TU School of Nursing.
The University is one of the first in the region to have the ground-breaking patient simulator, built by METIVision. The simulator and accompanying software will equip students with the hands-on experience that is critical to patient care. All faculty members use Stan and one of its 90 software modules.
Because Stan can simulate someone of any age, culture and gender, students learn a diverse range of skills. They also are educated in pharmacology, patient communication with families and co-workers, and the promotion of healthy lifestyles. Through these studies, a student’s sense of clinical judgment is greatly enhanced.
“There’s an emphasis on critical thinking, leadership skills, professionalism and accountability,” Gaston said. “Each of the students quickly learns to recognize and respond to crisis situations without ever having to be in an actual crisis.”
Through the software, students learn how to assess laboratory data and keep physiologic data logs, event logs, pharmacology data logs and patient monitoring data. In this way, they can properly assess and evaluate all of Stan’s ailments.
“It’s an innovative approach to learning,” Gaston said. “This technology helps to provide students a multi-dimensional educational environment. It will increase the student’s confidence, and when they see a real patient, they will be better prepared than their peers.”
The study of nursing at The University of Tulsa is a team effort that has progressed far beyond the textbook. The TU nursing team includes a diverse group of enthusiastic students and caring instructors and advisors. This team employs the latest in teaching methods, simulation and computer technology and has established ties with three major metropolitan medical centers and an array of community health care agencies.
The School of Nursing’s undergraduate curriculum leads to the bachelor of science degree in nursing and prepares graduates for the Registered Nurse licensure examination. Employers in a variety of health care settings throughout the country applaud our graduates for their nursing knowledge and skills.
Nursing Terminal Obectives align with the National League for Nursing Accrediting Commission, Inc. (NLNAC, 2008 Standards and Criteria) such that the curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments. Student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. Evaluation methodologies are varied, refelct established professional and practice competencies, and measure the achievement of student learning and program outcomes. The systematic plan for evaluation emphasizes the ongoing assessment of evaluation of the student learning and program outcomes of the nursing unit and NLNAC standards.
Students who complete the undergraduate program in Nursing will demonstrate achievement of competencies appropriate to role preparation. Specifically, students will be able to: (Learning Outcomes)
- Value the dignity and worth of humans, acknowledging biopsychosocial and cultural stimuli that influence adaption.
- Utilize adaption theory in decision making and assisting individuals, families, and communities to achieve their maximum level of adaption.
- Use problem solving skills, critical thinking, independent judgment and continual evaluation to improve nursing care.
- Evaluate and utilize research, and theoretical and empirical knowledge from the humanities and physical and behavioral sciences in nursing practice.
- Utilize leadership skills, accepting responsibility and being accountable for choice of nursing interventions to promote adaptation.
- Collaborate with colleagues on the interdisciplinary health team and serve as an advocate to promote health and welfare of clinical through the political and professional process.
- Participate in identifying local, state, and national health needs and effective changes to improve health care.
- Pursue further development of self and the profession in order to promote quality health care.
Curriculum and Unique Features
"Nursing is a service profession. We deal with lives at a point when they are most fragile," says Susan Gaston, Director of the School of Nursing. "There is an art and science to nursing. We impart both at TU. At the same time, health care is a business, and nursing is responsible for the management of patient care. The School of Nursing's position within the Collins College of Business is a distinct advantage for our students." The TU nursing curriculum is an integrated program, with central concepts running from the sophomore to senior years. In addition to intensive clinical and classroom work, students are taught the communication skills and cultural diversity knowledge that have become so vital to nursing in a changing world.
The School of Nursing employs the Roy Adaptation Model. Developed by Sister Callista Roy, the model helps students understand the stimuli affecting patients and their various behaviors. Students also have the opportunity for study aboard nursing courses, such as International Nursing and Technology. Student also learn to use technology, such as PDAs with clinical software, course enhancements on WebCT and the human patient simulator.
In the School of Nursing, there is no substitute for an academically nurturing environment. Our students find our remarkable student-teacher ratio a decided advantage that promotes interaction among students and faculty. The personal learning experience in the School of Nursing is enhanced further by an on-campus 11-bed skills laboratory. Located in Chapman Hall, the skills lab affords student opportunities to practice what they have learned in the classroom in a setting that simulates the health care problems they will face in the real world. After students are thoroughly educated in basic skills, they continue their clinical experience in Tulsa's local hospitals. These hospitals have bed capacities ranging from 100 to 500.