Rapid Communication - Journal of Intensive and Critical Care Nursing (2023) Volume 6, Issue 2

Implementing a simulation curriculum throughout the semesters in a programme for acute care paediatric nurse practitioners.

Division of Pulmonary and Critical Care Medicine, University of Pittsburgh, Scaife Hall Room 607, United States

*Corresponding Author:

Shawna Michael
Division of Pulmonary and Critical Care Medicine
University of Pittsburgh, Scaife Hall Room 607, United States
E-mail: michael@shawna.edu

Received: 21-Mar-2023, Manuscript No. AAICCN-23-96638; Editor assigned: 22-Mar-2023, Pre QC No.AAICCN-23-96638 (PQ); Reviewed: 05-Apr-2023, QC No. AAICCN-23-96638; Revised: 07-Apr-2023, Manuscript No. AAICCN-23-96638(R); Published: 14-Apr-2023, DOI:10.35841/aaiccn-6.2.141

Citation: Michael S. Implementing a simulation curriculum throughout the semesters in a programme for acute care paediatric nurse practitioners. J Intensive Crit Care Nurs. 2023;6(2):141

Abstract

Keywords

Acute Care, Paediatric Nurse Practitioners, ACPNP Program.

Introduction

Simulation curriculum

The simulation curriculum can be divided into three levels: beginner, intermediate, and advanced. Each level will include scenarios that are designed to cover a specific set of clinical skills and knowledge. The beginner level will cover basic assessment skills, such as vital signs, airway management, and medication administration. The intermediate level will focus on more complex scenarios, such as respiratory distress, shock, and sepsis. The advanced level will cover complex scenarios, such as cardiac arrest, trauma, and surgical emergencies [1].

The simulation curriculum will be integrated throughout the semesters, starting from the first semester and continuing until the last semester. In the first semester, the focus will be on basic assessment skills, such as vital signs, airway management, and medication administration. The simulation scenarios will be designed to simulate common paediatric emergencies, such as respiratory distress, seizures, and anaphylaxis [2].

In the second semester, the focus will shift to more complex scenarios, such as respiratory distress, shock, and sepsis. The simulation scenarios will be designed to simulate paediatric emergencies that require advanced assessment skills and interventions [3].

In the third semester, the focus will be on complex scenarios, such as cardiac arrest, trauma, and surgical emergencies. The simulation scenarios will be designed to simulate paediatric emergencies that require advanced interventions and interprofessional collaboration [4].

Assessment is an important component of the simulation curriculum. Formative and summative assessments will be used to evaluate the students' progress and achievement of the learning objectives. Formative assessments will be conducted after each simulation scenario to provide immediate feedback to the students. Summative assessments will be conducted at the end of each level to evaluate the students' overall performance.

Programme for acute care paediatric nurse practitioners

As an AI language model, I don't have access to specific information about programs for acute care pediatric nurse practitioners in your location. However, in general, the program for acute care pediatric nurse practitioners should include the following:

Graduate-level education: Acute care pediatric nurse practitioners must have a minimum of a master's degree in nursing with a focus on acute care for pediatric patients [5].

Clinical experience: Clinical experience in acute care settings for pediatric patients is essential to develop the necessary skills and knowledge.

Certification: Acute care pediatric nurse practitioners must obtain certification from a recognized certifying body such as the Pediatric Nursing Certification Board (PNCB) or the American Nurses Credentialing Center (ANCC).

Advanced Pediatric Life Support (APLS) certification: This certification is essential to work as an acute care pediatric nurse practitioner.

Pediatric acute care competencies: The program should focus on developing competencies in areas such as assessment, diagnosis, treatment, and management of acute illness and injury in pediatric patients.

Interdisciplinary team collaboration: Acute care pediatric nurse practitioners should be trained to work effectively with interdisciplinary teams, including physicians, nurses, and other healthcare professionals.

Ethical and legal issues: The program should include training on ethical and legal issues that arise in acute care settings for pediatric patients.

Overall, the program should prepare acute care pediatric nurse practitioners to work in fast-paced, high-stress environments and provide excellent care to pediatric patients with acute care needs.

Conclusion

In conclusion, the implementation of a simulation curriculum throughout the semesters in an ACPNP program can provide a structured and comprehensive approach to the development of clinical skills, knowledge, and confidence in ACPNP students. The simulation curriculum can be divided into three levels: beginner, intermediate, and advanced, each covering a specific set of clinical skills and knowledge. Assessment is an important component of the simulation curriculum, and formative and summative assessments will be used to evaluate the students' progress and achievement of the learning objectives.

References

1. Fry M. Literature review of the impact of nurse practitioners in critical care services. Nurs critical care. 2011; 16(2):58-66.

Indexed at, Google Scholar, Cross Ref

2. Basu S, Garside J. Nurse practitioner led short stay assessment units: an alternative model of care?. Archives of Disease in Childhood. 2012;97(1):A105.

Indexed at, Google Scholar, Cross Ref

3. Bryant-Lukosius D, Green E, Fitch M, Macartney G, Robb-Blenderman L, McFarlane S, Bosompra K, DiCenso A, Matthews S, Milne H. A survey of oncology advanced practice nurses in Ontario: profile and predictors of job satisfaction. Nursing Leadership-Academy of Canadian Executive Nurses.2007;20(2):50.

Indexed at, Google Scholar, Cross Ref

4. Mudd SS, Quinn M, Busch D, et al. Evaluating the practice of pediatric nurse practitioners: is it time for dual primary and acute care preparation?. J Pediatric Health Care. 2023;37(1):74-84.

Indexed at, Google Scholar, Cross Ref

5. Luo PY, Tung HH, Huang SS, Kau K, Chang SC, Shiu SY, Tsay SL. Organizational empowerment and practice outcomes of acute care nurse practitioners in Taiwan: A national survey. J American Ass of Nurse Practitioners. 2022;34(1):89-99.

Indexed at, Google Scholar, Cross Ref