Clinical Learning Center

   

“Our goal is to create the richest possible teaching environment, one that promotes interactive learning by mimicking the practice environment down to the smallest detail.” -Michelle L. Aebersold, PhD, RN, Clinical Associate Professor of Nursing and Director of the Clinical Learning Center

 

Overview

The new state-of-the-art clinical learning facility engages students more than ever before. Our focus continues on active learning that fosters greater understanding and more advanced clinical reasoning. Unparalleled learning resources are provided for our nursing students. From simulation rooms housed with high-fidelity mannequins for replicating realistic health care situations, to skills labs for honing basic and advanced skills, to staff rich with knowledge, experience and expertise, this environment enables students to apply their knowledge of nursing theory in an interactive and challenging yet safe and supportive environment.

Ultimately, students need to be active participants in the learning process, and this is the place to do so while gaining both experience and confidence in the lab and simulation settings. If you are a prospective student interested in learning more about the U-M School of Nursing, please follow up with us soon. 

 

Nursing Skills Lab

With bedside care areas populated with mid-fidelity mannequins, the Nursing Skills Lab allows students to practice and perfect their skills prior to patient interaction. Lab learning tools include:
  • Fully equipped and functional head wall units

  • Two patient lift systems for the demonstration and practice of safe patient handling

  • Equipment such as: infusion pumps, PCA pumps,  feeding pumps, and syringe pumps

  • Bedside computers on which simulated patients' electronic health records can be accessed and documented

 

Physical Assessment Lab

The Physical Assessment Lab is home to 16 examination areas which replicate traditional exam rooms. 

 

Simulation Rooms

Six simulation rooms emulate a variety of environments in which students are able to develop their assessment, critical thinking, and clinical reasoning skills while caring for patients in birthing, pediatric, medical/surgical, ICU, and geriatric suites. All are populated with high-fidelity mannequins such as Victoria, the latest high-end birthing simulator from Gaumard, and Laeradal’s Sim Man 3G. Additionally, students provide care for Laerdal’s SimMom and Gaumard’s Newborn Hal and Pediatric Hal. Our high-fidelity mannequins are complemented with Nursing Annie, Nursing Kelly, Nursing Kid, Nursing Baby, and various other simulators.
 
From the Control Room, instructors control the mannequins and observe via one-way glass as students participate in the simulation. Within a faculty-created scenario, students are able to practice skills, including tracheostomy care, wound care, urinary catheterization care, CPR, injections, chest tube insertion, and shocking of the heart to name a few. More importantly, they learn to assess, plan care, react to changes in their patients and the environment, problem solve, and think critically. Instructors can film and record students' simulations for later and more in-depth review. 

 

Debriefing Rooms

These three rooms provide space in which students come together to observe real-time video footage of their peers in simulation or to gather with their faculty instructor to dialogue and to give and receive constructive feedback regarding what was learned in the process of simulation.

 

Standardized Patient Rooms

Four standardized patient rooms are set up as primary care clinic rooms. Each includes a sink, exam table, diagnostic and physical examination equipment, an examination lamp, and a computer on which to document findings.Anatomage table

 

Skills Training Room

Our skills training room is primarily used by graduate-level students and houses our task trainers which allow students to practice skills such as lumbar puncture, central line placement, and intubation. This space can also be used to do casting and practice suturing.

 

Anatomy Lab

Our new lab, with its 3D Anatomage Table, offers students one of the most technologically advanced systems for visualizing the gross and regional anatomies of the human body.

 

Interaction Area

This space enables students to gather, collaborate on projects,and just take a break from their busy schedules, with vending machines and student printers available. 

 

Additional Equipment

In an effort to provide the most realistic setting possible and enable students to practice most effectively, we have the following equipment on-site:
  • Pyxis Medstation

  • Birthing bed

  • Infant warmer

  • Defibrillator

  • Crash carts

 

In the News


Videos

Teaching Nursing via Simulation at U-M   

 

Watch Dr. Aebersold's TEDxUofM Talk:

 

Spanish Language Videos:

UMSN produced a series of eight videos using conversational and medical Spanish to prepare current and future nurses for common clinical situations they might encounter. The videos are now available free of charge on Open.Michigan.

 

SERVICES PROVIDED BY THE CLINICAL LEARNING CENTER

Lab Request Reservations
A lab request is needed a minimum of two weeks prior to a scheduled event and request fulfillment is subject to availability.

  
 
 
 
Lab Equipment Loans
Diagnostic equipment, including B/P cuffs, otoscopes, ophthalmoscopes, tuning forks, reflex hammers, and a limited supply of stethoscopes are available for overnight loan on an availability basis only. Equipment may not be removed from the CLC without proper checkout from staff or faculty. For details, see the Short-Term Equipment Loan Policy.

 

Clinical Learning Center Personnel


 
Michelle Aebersold, RN, PhD, CHSE, FAAN
Director of the Clinical Learning Center (Faculty appointment: Clinical Associate Professor), TeamSTEPPS Master Trainer
(734) 615-8498, Office: 4112 SNB
 
Areas of Interest: Simulation, serious games, virtual reality and augmented reality, and technology-assisted learning
 
Outside Interests: Running, hiking, photography, quilting, and reading
 
Professional Aspirations/Dream Work Environment: “My dream work environment is what I get to come to every day in the Clinical Learning Center.” 

 
Instructional Learning Intermediate
 
Areas of Interest: Palliative care, technological advancements and resulting ethical dilemmas, traumatic brain injury, and urology
 
Outside Interests: Reading, hiking with her dog and husband, volunteering with Young Life, and doing anything outdoors
 
Professional Aspirations/Dream Work Environment: Become ELNEC certified (End of Life Educator Certification); “I am working my dream job. I’m very thankful to be here.”
 

 
Assistant Director of the CLC
 
Areas of Interest: Leadership, Talent Development, Schedule Optimization, Customer Service
 
Outside Interests: Family time with my husband, children, and dog; attending and volunteering with my church; spending as much time relaxing in the backyard as possible; reading and journaling
 
Professional Aspirations/Dream Work Environment: My professional aspirations are to use my talents, skills, and experience to make a positive difference in the world (believing that big change can start with small actions).  My dream work environment is positive, colorful, and bustling with activity.
 

 
Ben Oliver, EMT-P, I/C
Simulation Specialist/Coordinator
 
Areas of Interest: Education on all levels for emergency care (critical airway/trauma), simulation education, critical care, OB, and leadership
 
Outside Interests: Spending time with his family, outdoor activities: biking, hiking, camping, and water activities, community educational outreach (teaching With Survival Flight), and medical mission trips 
 
Professional Aspirations/Dream Work Environment: Lead the development of the equivalent of our 911 system in Kenya, Africa. Continue my own education and increase community education and awareness of advancements in simulation education. My dream work environment “would be much like I am in right now. We have such a great team in which where one is not so strong the other is strong. We have transparency, openness, and a willingness to work. Our team is always looking towards the future and how we can increase the educational development of our students.” 
 

 
Terri Soltis
Terri Ann Soltis, BSN, RN, CCRN
Instructional Learning Intermediate
 
Areas of Interest: Cardiology, Critical Care, bedside nursing skills, patient education, and patient advocacy.
 
Outside Interests: Traveling with my family, golfing, surfing...basically any water sport.
 
Professional Aspirations/Dream Work Environment:   I would like to achieve a CNE and SIM certification. Working here at the U of M Nursing School has been a great fit for me. I have really enjoyed the teaching aspect of nursing. I work with a very knowledgeable and team-oriented crew which makes being here a lot of fun. 
 

 
Instructional Learning Intermediate
 
Areas of Interest: Pediatrics, global health, grief and loss
 
Outside Interests: Spending time with her husband and kids, traveling: “I’m a nomad at heart,” spending time outdoors, and playing tennis.
 
Professional Aspirations/Dream Work Environment: “I’m thrilled to be working with young adults: teaching and investing in the future of nursing. Ultimately my goal is to pursue a pediatric or family practice nurse practitioner degree and use it in an international setting (developing countries) to promote wellness and ensure access to health care.