The Application of Active Teaching Strategies to the Development of a Nurse Anesthesia Course in Crisis Management

Purpose: The purpose of this project was to assist nurse anesthesia students to acquire knowledge for the management of crisis in anesthesia practice. The previous “Crisis Management Course”, ANE517 at the University of Michigan-Flint, was redeveloped to incorporate active teaching strategies and apply learning theories. Following the course, students were familiarized with associated principles related to adverse anesthesia events including; triggering events, preparedness, vigilance, problem solving, and prevention. Participants in the course were introduced to concepts such as dynamic decision making, critical thinking, and situational awareness for the purpose of enhancing skills for the management of adverse anesthesia events. Principles and concepts were incorporated into simulation scenarios. Methods: The results from student course assessments from 2008-2012 were reviewed to evaluate previous student perceptions of ANE517 course content and design. This evaluation assisted in the redevelopment of Principles III/Crisis Management in Anesthesia. A primary goal for this project was to provide learning opportunities meant to enhance student knowledge and skill acquisition in the practice of anesthesia crisis management. Methods used for the development of ANE517 include a review of literature related to crisis management, as well as the investigation, and application of learning theories to promote active learning for the student population enrolled in this course. Course Plan: This is a 3 credit course. Teaching Methods: Course information was presented through in-class PowerPoint lectures, reading assignments, case studies, and simulator sessions including role play, peer evaluation, and debriefing sessions. Evaluation: Evaluation was based on the student’s performance during simulation scenarios, completion of the comprehensive final exam, class participation, and student PowerPoint Presentations. Data Sources: TRIP database, Medscape, PubMED, Cochrane Library, CINAHL, and Google Search Results: The revision of this course was well received based on the student evaluation responses in the Evaluation section of this paper found on pages 43-58. Conclusions: The application of learning theory, combined with active teaching strategies, is successful in promoting student engagement, and assist students to develop necessary cognitive, affective, and psychomotor skills necessary to manage crisis situations in anesthesia. Keywords: Crisis management, simulation education, active teaching strategies, theoretical applicationDoctor of Anesthesia PracticeAnesthesia ProgramUniversity of Michigan-Flinthttps://deepblue.lib.umich.edu/bitstream/2027.42/143222/1/Motz.pd