Designing A Representative Model Of Real World Environments

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.

-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.

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.

The SIM lab can help in teaching nurses and faculty in practicing tracheostomy care without any harm to the patient. Human patient simulators are sophisticated computer mannequins that can be programmed to exhibit signs and symptom and replicate real patients. The mannequins can have pulses, chest, heart and bowel sounds. All the SIM lab equipment can be hooked up to a hi-tech computer and audio-visual aids. Groups of students and faculty can get to role-play a broad range of different scenarios, with a lab co-coordinator observing, running and intervening in the situation

The patient simulation laboratory uses state-of-the-art equipment that provides students with the opportunity to tackle real-life scenarios in a safe and supported environment. Human patient simulators are sophisticated computer mannequins that be programmed to exhibit a range of signs and symptoms. They replicate real patients and can breathe, cry, sweat, bleed and talk. They also have pulses, chest, heart and bowel sounds. All the simulation equipment can be linked up to a hi-tech computer and audio-visual aids. Groups of students get to role-play a wide range of different scenarios, with a lab co-coordinator observing, running and intervening in the scenario remotely. The aim of this SIM lab is to implement more reflective faculty teaching

Clinical sites are not always able to accommodate or guartee desired educational experiences. With these challenges in mind in prepping students for the real world, clinical simulations have been implemented. Technological advances have allowed the creation of high fidelity manikins. These manikins give students the ability to practice assessments and procedures in realistic clinical scenarios while reflecting on skill sets and clinical reason. It is important that students take these simulations seriously and prepare as if it is an actual patient care experience.

Erwin, you make great points about simulation concerning patient safety and quicker learning time. Having the opportunity to simulate real-life situations in a controlled environment provides valuable experience to the clinician. The ability to practice a skill improves the performance of that skill. A recent randomized, cross-over study evaluated 21 novice anesthesia residents receiving simulation training in both the recognition and treatment of hypotension and hypoxemia. Residents receiving SBT (simulation based training) in the management of these critical events demonstrated accelerated and superior performance to those receiving traditional (nonsimulation) training.1 A 2012 study evaluated the effect of simulation training on resident

While written assessments are a good measure of a student’s cognitive learning, they do not necessarily reflect student performance in clinical practice (Vyas, Ottis, Caligiuri, 2011). Also, it may be difficult to add visual and sensory elements to a written assessment. Simulations allow nursing students to repeatedly practice skills in high stress environments with low risk. Human patient simulations require nursing students to apply knowledge and think on the spot as they would need to do in real life. Human patient simulations are an important part of nursing school and are effective in teaching clinical skills. This article describes the necessary components of a simulation and additionally explains how to create a human patient simulation that incorporates clinical reasoning and

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.

When I became a Clinical Research Nurse, I was surprised by the lack of formal training

The mandate to change the prevailing culture from opinion-based practice to evidence-based practice has influenced models designed as decision –making approaches to advance the integration of simulation education methods in higher education health professional programs, specifically among undergraduate and graduate education nursing programs. Simulation is one of the most rapidly growing strategies in clinical education and defining the best practices for dissemination is essential to the integration process. The intent of this workshop is to facilitate the opportunity to explore an approach to seek evidence-based outcomes in the process of simulation integration in clinical nursing professional education. Doing things many times

The article provide an overview of simulation techniques , uses and review of research in regards to simulation. It is true that there is growing integration of simulation into nursing education, The discussion in the article provides a review of the current uses of simulation in the nursing practice environment as well provides recommendations to develop a simulation program. In order to acquire nursing knowledge and skills nursing work environments recommends simulation as a method to support nurses. Although there is more integration, stimulation is not fully integrated. Though there is some educational frame work and evidence based practice approach to training, so far universally accepted one complete frame work is not available article clearly state the satisfactory improvement in patient outcome by the evidence of marked decrease in adverse events after training from simulations. currently there are seven simulation programs are available, five of which are focused on nurses with varying levels of experience, including new graduates, and different types of work environments (e.g. critical care, acute care). Each program includes several scenarios, lecture/practice, and debriefing and The scenarios include such as respiratory arrest, asthma, post-partum hemorrhage, and acute changes in mental status. Finally, article concluded that Simulation has confirmed its effectiveness as a method to train practicing

or advanced, patient care scenarios with unending possibilities to promote patient safety and improve outcomes by deterring potential human errors. Simulation promotes learning because it improves skills through repetitive practice, is student centered, provides individualized learning based on experience, delivers breadth of experience through multiple clinical variations, provides an environment that allows mistakes, focuses on active learning opportunities, develops critical thinking skills, improves both confidence and judgment, and finally, helps learners evaluate and reflect upon their learning experience.

Using a Human Patient Simulation (HPS) in an interactive simulation is an important tool for assessing student, skills, knowledge and allows for student reflection. (Mompoint-Williams, Brooks, Lee, Watts, & Moss, 2014) .High-fidelity teaching simulations highlight the position that is dominant of students in learning. (Fen-Fen, & Li-Rong, 2016) .These simulations are very popular among the students, thus, These simulations are valuable for mastering of knowledge and skills by students as well as nurturing student self-efficacy. (Fen-Fen, etal., 2016).There is a need for nursing educators to implement HFS in nursing method, where its integration can bridge the gap between nursing practice and theoretical knowledge and enhance critical thinking