LAUSR

W hen learning urinary catheterization procedure skills in a simulation laboratory, the obvious anatomy of manikins prohibits students from encountering nuanced anatomical landscapes that necessitate tactile adjustments and appropriate verbal feedback skills. Therefore, when attempting the procedure with patients, key skills may not have been practiced sufficiently. To bridge the skills gap frommanikin to patients, faculty in the baccalaureate nursing program developed a novel experience using lightly embalmed cadavers (LECs). Faculty coordinated the 2-day experience with the Anatomy Department's Anatomical Gift program reserving space in the anatomy laboratory, 2 LECs (male and female), and fourteen 30-minute sessions. The nursing simulation center provided urinary catheter kits and personal protective equipment. The bridge activity occurred 3 weeks after catheterization didactics and manikin-based clinical practice due to availability of the LECs. Students (n = 108) volunteered to participate as either inserters or observers. Faculty created fourteen 8-member groups, each consisting of 4 catheter inserters, 4 observers, and 1 faculty member. A 20-minute debriefing period led by a simulation expert followed each session. All students strongly agreed that the experience increased readiness to apply insertion skills with real patients stating, “Being able to actually see the perineum area for myself allowed me to have a better understanding.” Although this experience is not generalizable to all schools, student statements and written evaluations supported the intervention. Preparing students for urinary catheter insertion on patients is enhanced by practicing this skill on LECs prior to entering the clinical site.