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
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.
1.The researchers analyzed the data they collected as though it were at what level of measurement?
Simulation based learning develops skills, knowledge, and attitudes in staff that otherwise cannot be experienced. The staff are put in the client’s position and give them a better understanding of daily struggles. Also puts the focus on the client instead of task completion. 14
As technology evolved and based on the number of epidemics or even disasters being reported in recent years, most hospitals including the Veterans Hospital where I currently work have already opened a simulation lab. The simulation labs unlike before do not only focus on everyday concerns, but they have been having simulating drills for natural, epidemics, and man-made disasters. Based on my experience, the exercises are very intense and portrayed to be as real as it could be.
It was deemed safer to give nursing students the capability to make potentially fatal mistakes on plastic simulation men and women as opposed to real humans during our clinical rotation. As with all technology the equipment will get better and will continue to be increasingly more reliable. The newest simulation robots sweat, cry, turn cyanotic, and speak. But as with other robotics, nurse leaders will be challenged to figure out how much simulation may be too much (Huston, 2013). Is too much technology going to hinder the art of nursing?
Have the ability to assess, recognize and interpret diagnostic data, have nursing knowledge in lab results data, medications,
schools have used simulation to practice skills as well. To date, little research has been done in
There are three types of simulation and they are, Low-fidelity simulation Intermediate-fidelity simulation and High-fidelity simulation (HFS) is help to experiential learning using life-size manikins with actual physiological responses, and sophisticated interactive ability in realistic scenarios. Students can make, detect and correct patient care errors without negative consequences(Nagle, McHale, Alexander, & French, 2009). High-fidelity simulation help to support the trainees confidence and competence from the theory to the clinical environment. (Bambini, Washburn, & Perkins, 2009)The simulations support discussions among the trainees, which concern on different aspects of their professional practice, and could improve the achievement and improve of clinical skills. HFS help to improve team collaboration and communication in the training program ((Birkhoff & Donner, 2010; Ling, Xiaohong, & Xiaoping,
Technological innovations are influencing education strategies and specifically advancing the domain of health professional education. Simulation is becoming more popular as a means to provide innovative learning experiences and foster understanding of didactic content, as well as offer an avenue for students to refine their collaborative practice skills. The Institute of Medicine (IOM) in its report, To Err is Human: Building a Safer Health Care System, recommended simulation training as a teaching strategy that can prevent future errors in the clinical setting (Kohn, Corrigan, & Donaldson, 2000). The report states that “health care organizations and teaching
Hospitals are working towards a more team-based training. The last couple years most of my training has been in a simulation lab. I feel it improves communication, teamwork, reinforces skills and new practices. Hands-on simulation experience allows healthcare workers to get messy, make mistakes and sharpen problem-solving skills — with no risk to patients. As nurses, we collaborate with each other on a daily basis but we are trained and tested individually on our skills, theory, and practical situations. As healthcare evolves, stimulation labs should be part of all healthcare works training and testing, that way everyone is better prepared to handle real time events.
In accordance with Van Nortwick et al., there is still a need for reliability validation studies to determine whether results are consistent across multiple measures. The fact that trainees had less variability in their performance as compared with medical students, potentially indicating greater competency, serves as a basis for reliability testing. Additionally, concurrent and predictive validity for the simulator are necessary to respectively evaluate how well the performance on the simulator compares to performance using previous methods, as well as how accurate the simulation sessions predict performance in the “real world.”
The operating costs and financial benefits of simulation training, the preferred methodology for educating in the healthcare setting (Blanford, 2015), vary significantly due to organizational structure and available resources. Sources for the cost projections for simulation lab training include UAB Medicine Cost Reporting department, human resources benefit department, charge description master, literature reviews, and survey results regarding current “See one, Do One, Teach One” methodology from the nine Advance Practice Provider team leads (APPs) selected to be CVL experts. The cost projections will include the hours of utilization of the simulation training environment, total training hours per simulation lab educator, total
Deliberate practise also allows us to standardise exposure for all trainees and try to combat stress that may arise from students feeling inadequately prepared for their role. Simulation also allows for learners to choose which skills they feel they need to improve and removes the need for a specific surgical scenario to arise before they can practice it. adult learning thing.
This study validated the use of simulation as a method of effectively transfer learning into competencies, building teamwork and basic organizational skills. Limitations to this study is the small sample size, evaluation tool, and no evaluation of participants experiences of past simulation exposure. The literature review stated that the use of up to fifty percent as a clinical experience had no impact on NCLEX-RN past rates. Therefore this study could be used by educators as evidence for future training to ensure competencies of APRN.