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A Multisite Study Demonstrates Positive Impacts to Systems Thinking Using a Table-top Simulation Experience
Jill S Sanko1, Karina Gattamorta, Judith Young
1Author Affiliations: Assistant Professor (Dr Sanko) and Research Associate Professor (Dr Gattamorta), University of Miami School of Nursing and Health Studies, Coral Gables, Florida; Clinical Assistant Professor (Dr Young), Indiana University-Purdue University School of Nursing, Indianapolis; Professor and Director, Interprofessional Education & Practice, and Director, Education-Innovation-Simulation Learning Environment (Dr Durham), and Professor Emeritus (Dr Sherwood), The University of North Carolina at Chapel Hill School of Nursing; and Associate Professor, Director of QSEN Institute (Dr Dolansky), Case Western University Frances Payne Bolton School of Nursing, Cleveland, Ohio.
Background:
Systems thinking (ST) is the ability to recognize, understand, and synthesize interactions and interdependencies in a set of components designed for a purpose. Systems thinking has been shown to improve systems and decrease error. Despite these benefits, ST has not yet been consistently integrated into all health care education programs.
Purpose:
This study examined the impact of Friday Night at the ER (FNER), a table-top simulation designed to teach ST to a variety of prelicensure and postlicensure health care students.
Methods:
A multisite study was conducted in 5 academic institutions targeting both graduate and prelicensure students enrolled in nursing, medicine, physical therapy, public health, psychology, and pharmacy programs.
Results:
The FNER simulation was followed by statistically significant improvements in ST scores.
Conclusions:
The FNER table-top simulation was found to improve ST in a wide variety of health-related majors.
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