Disadvantages Of Surgical Training

Being a student in the UW nursing school, I can not only take advantage of the special classroom settings, but also the advanced technology. With classroom settings designed for active learning, it gives me opportunities to share my thoughts and ideas with other students. Instead of listening passively, we would work as a team to find out the best solution for patients. Besides, the unique state-of-the-art technology allows me to practice and apply my knowledge in a simulated hospital setting. Since every practice is recorded, I can take a look at those videos several times and self-reflect. Thus, I can correct my mistakes and improve.

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.

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.

There are many reasons to become a surgical technologist, and numerous information reasons why I want to take this course. Taking this class made me see a whole other side of the profession then when I was doing my research. I have learned so much about the changes in medicine and about surgical technology itself that it’s hard for me to put in all in one paper. Through the course of this paper I will go over my own reasons to take the course, things that I personally learned over the last eight weeks, what my plans for the future are, and the different qualities that are needed in the field.

Additionally, my knowledge is best retained when I apply it to real life scenarios, such as those of the problem based learning approach at Northwestern PA Program. I also wish to have confidence in my ability to problem solve on my own, which will be achieved through the PBL approach. Also, hands-on education is optimal for my learning style, as I am strongly a procedural learner. Given my preference for procedural tasks, I am further interested in the Northwestern PA Program for its clinical and surgical simulation education approaches. Eventually I hope to practice within a surgical specialty, and therefore, I need a PA program that will prepare me well in this respect. The surgical facilities and opportunities provided by the Northwestern Center for Advanced Surgical

Surgical Technologists have an important role in the operation room (OR). There are different positions within the Surgical Technology field, including Scrub Surgical Technologist, Circulating Surgical Technologist, and Second Assisting Technologist. Scrub Surgical Technologists have a number of tasks, including prepping the patient for surgery, sterilizing the OR, gown and glove surgeons and assistants, and assists the surgeon and other surgical team members in a number of ways, such as passing instruments and dressing wounds. Circulating Surgical Technologists have a number of tasks as well, including checking patient’s charts, identifying patient and verifying the surgery that will be performed with consent forms, assisting anesthesia

Simulation labs and clinical placements are effective for practicing skills and building hands-on dexterity, habits, rhythms, and confidence. Not every facet of nursing education prepares student nurses with this kind of learning; originally an, most commonly clinical hours spent in simulation labs were integrated strictly into BSN programs, eliciting the statement made by Taylor (2008) that ADN programs have had to expand their curricula and offer students more content (p.613). According to Go’s (2012) dissertation on High Fidelity Patient Simulation (HFPS), simulation labs are advantageous because they give student nurses a venue for instruction while working in a clinical setting (p. 34). HFPS promotes and validates the clinical judgment competency of nursing students; it offers opportunities for feedback, debriefing, and guided reflection; it increases the student's ability to synthesize knowledge and insight, forming the bridge between theory and practice (Go, 2012, p. 34). However, hours spent in standard clinical settings are often inadequate in preparing

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.

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.

In the early 20th century, surgeons found themselves needing critical assistance with procedures during World War II, but there weren’t enough qualified people, which then began the start of formal education programs to properly train the assistants. Over the years, surgeries have become more complex, but these two advancements made a huge difference from how surgeries used to be.

Developing educational goals that can improved patient centered care after being discharged from the hospital is challenging. Our curriculum has to be designed from an understanding of adult learning needs. It has to be based on their cultural background and languages barriers. The medical staffs, who will be working in the simulation center, have to be properly train to deliver the course.

A human patient simulator is a life-like, anatomically correct, computer driven mannequin with physiologic responses that mimic real patients. Education in simulated learning environments (SLEs) has grown rapidly across health care professions. A randomized controlled trial has investigated whether SLEs can, in part, substitute for traditional clinical education finally provided evidence that clinical education in an SLE can in part (25%) replace clinical time with real patients without compromising students' attainment of the professional competencies required to practice (Watson et al., 2012). An increase in recognition of medical errors has dictated the need to improve education by allowing students and clinicians to learn in an environment

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.

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,

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.