The NRC: The Evolution

In the beginning the NRC was created in the hearts of several faculty members. However, the NRC was without form, and void; and there was no dedicated faculty or space. And the thought and desire for such a learning environment moved and a “skills lab was formed where students could learn how to perform particular skills which consisted of a few rooms, basic patient care (low fidelity) mannequin and essential equipment for skill practice. This was a monumental turn for experiential student learning.

Evolution from the “Skills Lab” to the NRC has been not only in technology but in size and location. In the fall of 2008 the NRC moved to K300 located on the acute care side. This was a wonderful opportunity for the Skills Lab to take the next step towards creating an environment more like the setting in which the students will actually experience and where simulation will bring the scenarios alive. As the students exit the college and make their way to the NRC, it is as if they are entering into the acute care setting. The level of excitement the students present confirm this move was a wise decision not only for increase in room but enhances the environment of teaching/learning according to the faculty expertise. The unit consists of six beds in the bay area with ceiling curtains for privacy, and eight rooms set up with double and single occupancy. Each room is fully equipped with functioning support such as suction, oxygen, code blue button and even the patient call light. The goal is to prepare the student for what they may expect when they go to the clinical setting.

In 2009 the NRC received Laerdal’s newest adult patient simulator SimMan G3 and G4 and a baby simulator, which are like no other. These top of the line simulators will provide integration of patient scenarios as they progressively unfold responding to the student’s intervention. This is a wonderful teaching tool and can support a multidisciplinary approach to healthcare. Simulation offers students preparation through critical thinking for the “real” environment through experiencing “real” results from their care.

Another form of technology utilized by the students is the Virtual IV arm which is a comprehensive and fully interactive self-directed learning system for training IV catheterization. The self-directed instructional design guides learners through a course of study that allows them to learn, practice and refresh the cognitive and psychomotor skills of IV access while progressively challenging their level of performance. This has proven to be a source of competition between students to achieve a better score.

The NRC continues to evolve, as we strive to meet the student learning needs through state of the art equipment using state of the art instruction. The ultimate goal is the increase in quality patient care which is best achieved through the integration of theory, skill practice, modeling caring behavior and the integration of simulation technology.

Monday – Thursday: 8am – 5pm
Friday: 8am – 1pm