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Various factors, including the fact that in fast-paced, acute care settings, students have little time to reflect on a client's situation and provide appropriate and thoughtful nursing interventions, led our faculty to develop real-life, real-time scenarios for a simulated clinical setting. Senior students studying Complex Illness and Disease Management are assigned to 15 weeks of eight-hour clinicals in an acute care setting. Now, three sessions with a high-fidelity simulation (HFS) manikin are spaced throughout the semester. The eight-hour authentic clinical scenario mimics the entire hospitalization experience, from admission to discharge of a client. The scenario is designed to enhance students' critical thinking skills and promote confidence and comfort in the clinical arena. While skills lab use of HFS focuses primarily on learning skills and tasks, the simulation clinical focuses on solving problems, teamwork, understanding complex disease processes, decision making, and critical thinking. A focus on tasks and skills is one component of the scenario, but only in relation to caring for the client.

Details nurse educators experience creating high fidelity simulation experiences for a nursing students. Headings include: Project development, simulation clinical experience, and outcomes.

The site has been designed to increase understanding of important and sometimes difficult concepts and principles in Clinical Pharmacology. It is not intended to be comprehensive for all aspects of Clinical Pharmacology teaching. It has been developed using Macromedia Flash to enable user interaction.

Great interactive animations to illustrate concepts

Learn how linkages between clinical practices and community organizations improved the delivery of preventive services.

The featured Innovations describe one hospital program that provides multidisciplinary team support to patients and families who experience an unexpected clinical event, and another program that provides support to clinicians who are the "secondary victims" of unexpected events.

Find hundreds of health care innovations listed by topic including patient population, clinical category, setting of care, etc.

"Cultural Compentency and Healthcare Adobe PDF Upon completion of this module, you should be able to: Define cultural competency Identify correlates of cultural competency as described in the literature Define stereotyping and bias Discuss the relevance of cultural competency within the healthcare profession Identify specific factors that impact cultural competency within the healthcare profession Explain the dominant belief systems on health, illness and healing among various ethnic groups Define disparities in terms of access to healthcare, economics, and education Explain how disparities affect healthcare outcomes Formulate a plan for addressing cultural competency in clinical practice"

This module on cultural competency is available through the online training for physician assistants at Duke. It is, however, a general module with potentially wide health care worker reach.

On the Journal's beta site, we pursue new ideas in publishing and showcase innovative ways to present information for use in medical education, research, and clinical practice. This beta site is part of our commitment to physicians who "Never Stop Learning". Please check back often.

"I have taken both the iPad and the 3G iPhone to my clinical site, and the University where I work, and found that each has its advantages and disadvantages. Here they are:"

A short and insightful look at the iPad vs the iPhone in clincial situations by a nurse educator. Pays attention to the potential for e-Textbooks on the iPad.

great blog!

I ran across this beautifully done video story today, and thought it might be a good resource for community health. I could see it as an intro to a discussion board prompt, e.g. Is a clinic like this ethical?

Link to National Guideline Clearinghouse Inclusion Criteria which describes NGC currently re-evaluating the definition and inclusion criteria for Clinical Practice Guidelines, and the link describes the criteria

A good video demonstration of VoiceThread

After looking at voice thread I started thinking of ways in which I could utilize this technology in teaching my undergraduate students and it dawned on me that I could post a picture of the Amish and ask my students to share comments about the amish culture which would be useful in facilitating optimal outcomes with clients. At the graduate level, I was thinking of posting a diagram of a nursing model and asking the students to give an example of an application of the model to a client scenario. And in teaching nurse practitioners, I could post a picture of a patient and tell the story then ask students to identify a possible differential with rational. With 6 students in a clinical, 6 possible differentials could be generated from viewing a picture of the client and listening to the story in context.