Clinical Simulation Paper

The intent of clinical simulations is to provide a safe environment for students to practice and implement skills. This is a way in which to help prepare the student for the hospital setting. Enhanced confidence, clinical judgment, knowledge, and competence are factors that come from these situations. I gained further knowledge, but I did not experience the other skills during simulation. During the postpartum-hemorrhage and birthing simulation, I purposefully picked the scenarios that I felt most comfortable with. That entailed being the spouse of the woman in labor, the nursing assistant, and the patient’s family member. When embodying those roles, I felt at ease, because I was not the fixation; I was not the one in charge of the situation. During the preeclampsia simulation, I was “dubbed” the staff nurse. I was definitely out of my comfort zone. I was in the second group, and this allowed me to observe the first group. I learned and made alterations from the first group’s performance. Observing the first group helped, but my performance was poor. I made several mistakes and was embarrassed by the end result. I did not do well with the assessments, answering the patient’s questions appropriately, and when calling the doctor, I was not fully prepared. Despite all the mistakes and feelings of embarrassment, I learned. I am very thankful for the awareness of what things went wrong. With further practice and

The simulation environment offers a safe place for students to practice critical scenarios and gain confidence in proscribed settings (Decker, Sportsman, Puetz, & Billings, 2008). Simulation helps faculty to facilitate learning which meets one of the NLN’s core competencies. Simulation also enhances communication through emerging leadership and delegation skills, and builds teamwork through goal and priority setting (Dillon, Noble, & Kaplan, 2009). Therefore, according to Lasater (2007) simulation is highly effective as an adjunct teaching strategy in clinical practice.

Since the capstone project started early on beginning of the Doctor of Nursing Practice (DNP) program, I was able to discuss and work personally with Dr. Spicer as my practice mentor in selecting the appropriate topic for my project. Dr. Spicer was very involved in choosing my second option for new capstone project # 1 related to simulation lab and faculty teaching and learning. The patient simulation laboratory (SIM lab) uses state-of-the-art equipment that provides students and faculty with the opportunity to tackle real-life scenarios in a safe and supported environment. Further, I learned that active learning involves the faculty through participation and investment in exploring content knowledge in all phases of the learning process. It requires educational activities that provide faculty with the opportunity to engage actively in courses and respond to the learning situation.

-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.

Nursing simulation, a progressive method of education and utilized by nursing programs, improves patient outcomes by giving students opportunities to practice and learn new nursing skills in non-threatening environments. The use of simulation experiences origins hold root in the military and airline industries. Nevertheless, since that time, many academic interest groups, including medical and nursing education have adopted this educational method. Furthermore, anticipated is the idea that simulation experiences will allow students the opportunities they need to practice skill sets that will lead to the improvement of the patient’s condition. Additionally, an evaluation of the nursing simulation also serves an important role in determining the effectiveness of the activity in meeting the objectives of various nursing curricula. Completing, recording, and studying the outcomes of a methodical evaluation, such as a rubric, are foundational to the enhancement of both the procedure and results (Robinson & Dearmon, 2013). This capstone project specifically concentrates on the development, implementation, and evaluation of a rubric for nursing simulation scenarios conducted by baccalaureate level nursing students at WKU.

effect of using unit based, high fidelity simulation as an educational tool (Disher et al, 2014)” on the knowledge of the bedside nurse, while the second addressed the level of self confidence the nurse felt when handing a critically ill patient in a compromised state. These questions differ from a hypothesis because they do not involve a population, variable and relationship but rather, include a population, intervention, comparison, and outcome.

Additionally, simulation is supported by experiential learning theory (Kolb 1984) which is considered to be a cornerstone of the health profession’s education.

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

Thank you for sharing this week's post. I find it interesting with simulation related to the Doctor of Nursing Process (DNP) project with implementation of an end-of- life (EOL) simulation for nursing students and re-designed the patient care environment based on the feedback from students so that it is more conductive to a holistic and palliative approach to the dying patient. Billings and Halstead (2012), stated that learning outcomes can measured through low-stakes and high-stakes simulations. Outcomes are defined for the learning activity and can be measured by a well-designed clinical simulation (Billings & Halstead, 2012). Results would only be satisfied by the same stakeholders (students, faculty, and administrators) that planned to

This essay will compare and contrast the simulated emergency medical environment to the real life emergency medical environment, critically analyse the importance of a simulated emergency environment, and if it adequately prepares one for the real life emergency medical environment. Simulation has become increasingly important in emergency medicine education. It is significant for Emergency Medical Care students to take part in simulated training, as it prepares them for the real life emergency medical environment, and teaches them how to approach the circumstances associated with patient treatment in the real emergency medical environment. It prepares them to perform adequate and appropriate patient treatment. Simulation is an important component within the training paradigm of an emergency medical care student.

Teaching ECG interpretation to students is challenging for nursing educators. Nursing educators must use teaching strategies that will lead toward moving away from a knowledge-based comfort zone1; they are required to implement teaching strategies that promote learners’ critical thinking and self-confidence for ECG interpretation in non-threatening environments. Simulation in ECG courses has the potential to improve self-confidence and critical thinking. In Saudi Arabia, many universities have integrated simulation technology in their curriculum. Despite the interest, no available studies have focused on the effectiveness of simulation. This type of investigation is needed for nursing educators seeking to promote ECG learning.

Research shows that novice nurses find it difficult to handle patient situation properly in the event that their condition rapidly deteriorate. Barbara Aronson (PhD, RN, and CNE) and her colleague Barbara Glynn (DNP, RN-BC) conducted the research. The title of the article was clearly stated and it focused on the effectiveness of a role- modeling intervention on student nurse simulation competency. The researchers used quasi -experimental studies to conduct a pre-test and post-test study to evaluate whether student been exposed to the role- modeling intervention simulation competency will be able to handle patient conditions better than student not exposed to that intervention. The study was been

In 2011, the International Nursing Association for Clinical Simulation and Learning (INACSL) published nine standards for the development and practice of clinical simulation as a teaching strategy. These standards are well received by health care and academic institutions and have been adopted by many when implementing simulation-based learning. In 2013, Clinical Simulation in Nursing issued a supplement that included the first revision to the seven standards of simulation and the addition of supporting guidelines for each standard. In June 2015, the eight standard was published and it was centered on sim-IPE. Decker et al. (2015) state that “sim-IPE occurs when participants and facilitators from two or more professions are engaged in a

Nursing educators use a variety of teaching methods to enhance learning and enable students to better become the skilled practitioners needed in today’s health care environment. One of the newest methodologies is high-fidelity human patient simulation (HPS), a strategy that combines technology with a human body mannequin. Many nursing educators have embraced this type of technology as it offers a means of facilitating cognitive, affective, and psychomotor outcomes. Self-efficacy and motivation are two variables to learning that lead to academic success.

The use of simulation in nursing education is not a new teaching method. In fact, the Provincial Archives of Alberta has a photo in its records, circa 1920, of nursing students attending a lecture, seated around a hospital bed with a manikin tucked under a sheet (Provincial Archives of Alberta, PA3403, accessed Nov. 25, 2015). This may not resemble modern high-fidelity human-patient simulators, however, the strategy of nursing students learning and practicing skills on a manikin prior to executing those skills on a human patient, is a common and historical tradition in nursing education (Jeffries, 2007; Nehring & Lashley,