Operating Room Fire Management Simulation and Instructional Video
   Devan Paxton, RN, BSN, DNP Candidate, Matthew Schoenherr, RN, BSN, DNP Candidate, Kristen Henry, RN, BSN, DNP Candidate
                                Introduction                                                                                      Implementation
o High-fidelity simulation (HFS) is beneficial in the development of competent nurses by             •  Prior to a formal topic lecture, 5-questions confidence scale questionnaire was administered to
  allowing students to experience high-impact low-frequency (HILF) clinical events in a zerorisk        students to determine baseline knowledge about OR fire.
  environment.
                                                                                                     •  After the lecture, students viewed a best-practices video and completed a second 5-question
o Operating room fires are infrequent, but life-threatening events for the patient and staff            confidence scale questionnaire to test knowledge acquisition
  members.
                                                                                                     •  Learning objectives and simulation expectations were shared with students prior to the
o About 650 surgical fires are reported annually o The American Association of Nurse                    simulation experience, and a pre-briefing was used to orient students to the high-fidelity
  Anesthesiologists (AANA) and the American Society of Anesthesiologists (ASA) have identified          simulation experience
  surgical fire prevention recommendations as well as algorithms to guide providers in                • Faculty evaluated clinical reasoning and psychometric skills during the airway fire simulation
  responding to an airway fire                                                                          event
o Although education for Certified Registered Nurse Anesthesiologists (CRNA) is                      •  Students completed a post-simulation 5-question confidence scale questionnaire to test
  comprehensive, the likelihood of students experiencing an operating room fire is low.                 knowledge acquisition again.
o Using HFS to educate students about HILF events has been shown to improve clinical
  performance and enhance confidence in high stress situations.
                                       Purpose                                                                                Recommendations
o The aim of this project is to enhance student response to HILF events such as an operating         •  Based on this project, it is recommended that students have the opportunity to practice HILF
  room fire by integrating an evidence-based instructional video to go along with didactic work         events in the simulation lab
  and HFS
o Clinical question: Does integrating evidence-based instructional videos and HFS improve            •  High fidelity simulation can be combined with didactic work as well as best practice videos to
  student knowledge of operating room fires as well as psychomotor and critical thinking skills         improve student confidence in handling HILF events
  necessary to manage this HILF event?                                                               •  HILF events should be practiced by providers throughout their career to maintain skills
                    Literature Summary                                                                                                   Conclusion
• The function of pre-briefing is to prepare the student for the simulation experience. It                    •   A steady increase in confidence scales was witnessed with each activity completed by
  orientates the student to the simulation environment, what roles they will assume during the                    students
  simulation, and how they will be evaluated. The debriefing occurs immediately after the                     •   Limitations to this project include:
  simulation and has been found to reinforce knowledge gained during the simulation.                                              o Willingness of students to participate
• Experiential learning from simulation needs to be evaluated and supported at the end of the                                     o Inability to test knowledge acquisition on a venerable population
  scenario (debriefing) to ensure that participants have learned the intended objectives.                                         o Accuracy of recreating a fire in the simulation lab
• Before implementing a newly developed scenario with learners, it is recommended to practice                                     o Time constraint for students being able to rotate through CRNA
  the scenario with other facilitators.                                                                                               role during simulation
• Facilitators should stick to a script and avoid improvising scenarios unless all facilitators have
  the experience and clinical knowledge to make unrehearsed changes.
• A major benefit of practicing HILF events in the simulation setting is there is not risk
  associated with it. High-fidelity simulation improves team dynamics, performance, and
  confidence when handling real life scenarios.