“Ella does not like needles”: a simulated learning experience for pathology collection students

Simulation-based education is designed to replicate real-life situations that students are likely to face when on clinical placement or in their future work environments (1). Whilst simulation is heavily embedded in higher education healthcare courses, it is less utilised in the vocational education sector. The Faculty of Health Sciences at Holmesglen Institute is home to a world class simulation
centre that provides support to teachers in how
to use all forms of simulation modalities. Of note
is the work that is done in providing students with opportunities to learn alongside highly skilled simulated participants (actors) in our nursing, allied health, and community services courses. The Certificate III in Pathology Collection traditionally relies on student-to-student role play for practising pathology techniques. An immersive simulation was introduced as an alternative method to develop these skills. A carefully scripted scenario was written, with input from experts in blood collection and our simulated participants. The experience aligned with subjects and modules on workplace health and safety and infection control. Students were briefed on the scenario and the simulation apartment reflected a typical blood taking room
in a pathology service. “Ella” was an anxious 15-year-old, portrayed by an adolescent actor.
She was compliant but nervous, traumatised by
a negative blood taking procedure in the past
who became increasingly anxious. Students were required to follow the correct method of blood collection as taught in class, whilst managing a potentially difficult scenario, requiring therapeutic communication skills. The students were required to identify and responding to clinical risks in pathology collection, demonstrate effective communication skills, and respond appropriately to situations where communication constraints were present. Outcomes revealed that students not only developed skills in blood taking techniques but gained valuable insights into the patient experience and in working within a challenging clinical scenario.
References
1. Li, Ju, Xue Li, Linlin Gu, Rui Zhang, Rongyan Zhao, Qiaoying Cai, Yanyan Lu, Hui Wang, Qinghui Meng, and Holly Wei. “Effects of simulation-based deliberate practice on nursing students’ communication, empathy, and self-efficacy.” Journal of Nursing Education 58, no. 12 (2019): 681-689.