Nurses station, clean utility and sluice room.
Digitial nursing archive system with 30 integrated cameras. located throughout the facility (see audio-visual page)
68 seat IT laboratory for student and class use
SimMan® is an advanced patient simulator for team training
SimBaby® has realistic anatomy and clinical functionality that enables simulation training.
Meti-pediaSim is a complete reproduction of an actual six-year-old child and is fully operational in the supine, lateral and sitting positions.
The ALS Simulator is a realistic interactive training manikin for simulating a wide range of advanced life saving skills in pre-hospital emergencies.
Megacode Kid has a realistic airway, 1400+ ECGs rhythms, defibrillation and pacing capabilities, and allows drug administration and intraosseous infusion that facilitate the teaching and learning of advanced paediatric life-saving skills.
The Prompt Birthing Simulator provides a platform for the teaching and acquisition of many of the practical skills required for the successful management of childbirth.
The Virtual I.V. cannulation simulator is a comprehensive and fully interactive self-directed learning system for intravenous catheterisation.
Nursing Anne is a mannequin designed for scenario-based training for the care and management of a wide variety of in-hospital patients.
Nursing Kid is a mannequin realistically representing a six-year old child.
Nursing Baby is an infant mannequin designed for scenario-based training.
The GERi™ Nursing Skills mannequin is ideal for preparing students for working with real-life geriatric patients.
General Task Trainers are used to aid in the teaching and learning of human anatomy and nursing clinical skills.
Midwifery Task Trainers are used to aid in the teaching and learning a variety of midwifery skills including palpation, external pelvic measurement, monitoring the heartbeat of the fetus and breastcare.
Communication skills are recognised as a key competency for all health care professionals. A bank of role-players, trained specifically to role-play various scenarios and to provide students with feedback was established in 2007 (a joint project with the School of Medicine, UCC). Feedback from role-players is encouraged as they are best placed to represent the patient view.
Student comments on their interaction with the Role-Players
"...the actors made the scenarios very real, a great way to learn and to remember" (3rd year student)
"...the actors were very helpful during the practicals, learned alot, the actors made it realistic, gave us hands-on experience we will use on the wards...." (1st year student)
"...the voice-over made the simulation more real, when the mannequin answered questions it helped me to really engage more with the scenario..." (4th year student)
If you are interested in becoming a role-player, please contact us;
Telephone: +353 21 4901529
Teaching and Assessment
Our pedagogical approach is influenced by the ideals of the Carnegie Foundation. Specifically the concept of integrative learning.
Integrative learning aims to connect skills and knowledge from multiple sources and to apply theory and practice in various settings avoiding curricular and disciplinary isolation. Traditional approaches often de-contextualise from a narrow technical perspective.
Our approach to skills development is student centred and flexible.
Beginning in the first week of their undergraduate nurse education students attend time-tabled skills sessions in small tutorial groups in the CSRC. Task-trainers, low-fidelity mannequins and role-players are used to introduce students to specific skills and concepts. Students are facilitated to observe and practice in a safe and supervised environment during these sessions. They are also facilitated to subsequently practice independently using videos and notes to guide them.
The integrated bedside recording system enables the students to record practice and to review it in the IT lab using a structured review document. This is an excellent means of preparing for practice and OSCEs (objective structured clinical exam).
Integration of learning is promoted through simulation using mid and high-fidelity mannequins and role-players. Simulations are planned to meet the specific learning outcomes of the module and focus not only on technical competence but also on competencies such as communication, cognition, critical thinking, problem solving and team work.
These competencies are recognised as being a critical element of undergraduate nurse education. Meaningful simulations are planned throughout the undergraduate programme. Expertise in programming and preparing mannequins to create a realistic simulated event is gradually being developed in CRSSC staff.
The effectiveness of problem-based learning and simulation as instructional methodologies in attaining clinical competencies in the nursing management of acute patient care episodes.
Learning to work together – Introducing Standardised Patients as an inter-professional education and learning project in the college of medicine and health
Your timetabled CSSRC sessions are integral to your learning of clinical nursing skills and will help you to integrate the theoretical and practical components of your course. Please attend these sessions in your designated tutorial groups. Ensure you sign in at each of your sessions as attendance records are kept
To access the CSSRC you need your student identification card. All entries are computer logged. It is important that you do not give your card to anyone else to allow them to gain access to the centre. Also do not facilitate access to someone you do not know and do not leave the door propped open at anytime.
To participate fully in skills sessions you are requested to wear non-restrictive clothing and flat shoes when using the centre. The principles of safe moving and handling must be employed at all times. During sessions be aware of waste and sharp management principles and ensure that all waste and sharps are appropriately segregated and disposed of.
Throughout your course, clinical skills sessions and simulation sessions may be recorded. These are valuable as a feedback tool and as an aid to reflection for students. To ensure the privacy of all participating in practical skills sessions, the use of camera phones or other photographic equipment by students is prohibited.
Due to the nature of the environment students’ bags, rucksacks and other items represent a health and safety hazard and cannot be accommodated safely in the centre. Lockers for same are available on the ground floor. Also food and drink cannot be brought into the centre as it represents a risk to the equipment and/or of injury to persons. Students who do not comply with the above may be asked to leave the session. Timetabled skill sessions run throughout each day to ensure that all classes receive the optimum from their scheduled time slots please tidy your stations and stack stools after use.
The CSSRC is open Monday-Friday 0900-1700hrs. To practice your nursing skills you can book sessions in the centre outside of your timetabled hours. When booking please give details of skills you wish to practice. To facilitate your access to appropriate equipment we ask you to book these sessions two weeks in advance. You can contact us by phone, email or by calling in.
Telephone: 353(0)21 4901529