Advantages of Simulation Based Eductation for Nursing

This simulation experience allowed me to practice my focused assessment skills, delegation of tasks, prioritization on of tasks, interdisciplinary communication skills, and skills that I have not been able to participate in such as blood administration. I learned that my strengths are patient education, delegation, noticing changes in patient condition, and working as a member of a team. I need to improve my speed of completing tasks, my confidence, and my process of working through new skills.

Overall, the simulation lab at Rutgers was a very eye-opening experience for me. It was the first time that I was able to collaborate with other health professionals in a healthcare setting. Not only that, it was my first time doing a simulation in a hospital setting and with realistic factors that I did not encounter while at PCP. At PCP we were counseling in an ideal world where all the patients were compliant and followed through with our counseling. However, in the simulation lab, the patient was quite difficult to talk to and was not knowledgeable in any of his medications. In hindsight, this represented more of what problems healthcare professionals face in the real world. Because of this, I felt my team was not prepared for all these barriers when we

Anything… the word I professed some time ago. I prayed the prayer that I would do anything. The woman who tends to always be in a state of trepidation, prayed that she would do anything for Him. From that one word, many plans surfaced. I had hoped that it was just spontaneous thoughts and that they did not mean anything. Among the list, was the idea of becoming a nurse. It was an outlandish notion. How on earth could I be a nurse? Somehow that random thought has turned into a reality. I am currently striving toward one of my “anythings”. I know that my current situation is definitely not by my own doing and that He has been continually opening doors. It has not been an easy road. Thoughts of doubt, negative

-Simulation allows individuals to “learn, practice, and repeat procedures as often as necessary in order to correct mistakes, fine-tune their sills and optimize clinical outcomes” (Patow, 2005). This results in improved skills without harm to the real patients and improved self-confidence in clinical practice.

The research question addressed by the article titled, “The Effect of Unit-Based Simulation on Nurses’ Identification of Deteriorating Patients” by Disher et al., are: 1. What is the effect of using unit-based, high-fidelity simulation as an educational tool on RNs’ knowledge levels in handling acute respiratory deteriorating patients on step-down cardiovascular units in a community hospital? 2. What is the effect of using unit-based, high-fidelity simulation as an educational tool on RNs’ self-confidence levels in handling acute respiratory deteriorating patients on step-down cardiovascular units in a community hospital? (Disher et al., 2014)

My answers were not decisive which reflect my weak critical thinking skill. For example, when it comes to medication administration, in instances where things are not clear, it should always be referred to the doctor which in this case I belatedly remembered. Nurses should also make sure that they knew how to use all the equipment that is used in the nursing care. In a medical emergency situation, every second counts. In the simulation, epinephrine administration was delayed since the nurse did not know how to use the automatic injection. Over-all the simulation had a significant impact to my learning process.

The two communication barriers that I experienced during the simulation were a lack of attention and destruction. After introducing myself to the patient, I tried to ask the reason why the patient came to Montgomery college hospital (MC), but there were no answers to my questions. I immediately noticed that the patient was hearing voices, which was telling him to open the door and to answer the telephone. It was very difficult for me to assess the patient. I even told the patient that we can open the door later, for now just follow my instruction. Even though I redirected the patient, it was hard for me to help this patient.

The nursing simulation I just experienced was about a patient that was admitted for Pneumonia and has a history of COPD. My role in this experience was being an observer. Some of my formal knowledge with the psychology of this situation is that if a patient comes in with a hard time breathing they are already going to be anxious because they can’t breathe well. Also this patient has a history of COPD so that does not help out the patient with being able to breathe and their feelings of being anxious. Some previous experience I have had with this type of situation with a patient is when a patient of mine was having leg problems and she was not able to walk at the time.

For years nurses have gained experience in the medical field through clinical rounds at hospitals and doctors offices. Learning has always taken place first through textbooks and then through personal experience during required clinical time. These methods have proven effective but include limitations to the amount of exposure a student can gain before entering the workforce. A new way of learning is on the rise with the use of High Fidelity Simulations (HFS) or the Sim Man. HFS is a computerized life size manikin that simulates real human responses to treatment. This new technology allows students to practice rare procedures or treat common diagnoses.

Sometimes failure can really be the best teacher. This was the case with the Lakeview Regional Hospital Simulation Exercise. During the simulation, I learned a lot about working with a team, knowing when to stand firm and when to compromise. I have been a part of plenty of projects, but sometimes I can be a little lost when it comes to the healthcare aspects of things. It was during these times that I looked to my teammates to assist with filling in some valuable blanks about the healthcare environment. I do have a lot of experience with introducing technology, training and media relations. It was during these parts of the simulation that I could really lend a helping hand. The simulation illustrated the importance of buy-in amongst the implementation team as well as other members of the entire organizations. It showed that there will always be some inherent resistance, but that doesn’t mean that change is impossible as long as there is some flexibility.

TPCK extends upon a previous conceptual framework called the Pedagogical Content Knowledge to include the importance of technology in modern education (Mishra & Koehler, 2006). The TPCK framework provides an argument that effective integrations of technology, within any field of practice, will require a positive synthesis among three primary components of technology, pedagogy, and content (Mishra & Koehler, 2006). Instructors that are able to negotiate these three components in the learning environment can be said to represent expertise in their field of study (Jain, 2008). In this sense, the most successful instructors will also be disciplinary experts, technology experts, and teaching experts in their particular fields. For the field of medical education, the integration of technological applications such as simulation is a requirement under the considerations of the TPCK conceptual model. The question then becomes: what are the best technological applications that can support the growth of competency among current and future medical practitioners? In short, simulation provides tremendous potential at filling the gaps that often exists in specialty fields of medicine between theory and practical

In my opinion, the information placed forward by my colleague Kerlcia Stewart was quite valid to the topic simulation tools in nurses training. Kerlcia’s discussion the concept of simulation tools in nurses training which I totally agree on. Kerlcia mentioned that simulation tools give the nurses hands on experience within the clinical setting which enables the nurse to apply clinical and critical care knowledge to conditions and situation. Moreover, I believe when nurses engage themselves in using stimulation tools it can aid them it think critical, increase their knowledge and analysis situation where they are face on a regular basis. Engaging stimulation tools in nurses training will improve the quality care in which patients will receive

Simulation-based learning is becoming widely established and used within medical education. Although available simulators do not replace the real patient encounter experience entirely, but they do represent a giant leap forward from static mannequins. To provide high-quality care based on patients’ needs, nurses require both the skills they learn during theoretical courses and the practical knowledge gained from being in a hospital or practice (Westin, Sundler, & Berglund, 2015). In the early 90s when I was a nursing student, the only available simulation for us was mannequin-based patient simulation (pretty much like what you see in retail stores as in-store displays or window decoration), Not even a little bit close to the real-life situations.

Ethical dilemmas surface daily in professional nursing practice. Whether you work in acute care, long-term care, hospice care, ambulatory care, managed care, or public health care chances are you will be responsible for making decisions in a situation of ethical concern. The purpose of this paper is to reflect on the ethical issues presented in the Ethics Game simulation, the decision-making process used to determine the solution to the dilemma, and apply concepts from the Ethical Lenses to my work place.

The Interactive Model is a responsive approach, with distinctive steps in essential factors; modelling positive behaviour, engaging and evaluate their understanding. It aims to give individuals a positive mental picture of what is required of them, building up the power of observation and communication techniques, which with the support of the student nurse through various communication techniques can give Jamie a mental picture of what is going on and begin the basis of communication between each other to gain consent for all the nurse requires to do. Congruence between verbal and non-verbal communication is required to make it effective in terms of satisfaction for the patient, (Docherty and McCallum 2009). With Jamie having no mental capacity, closed questions