Electronic Interactive Simulation

Over the last thirty years, the health care system has incurred dramatic changes, resulting in new advances in technology and medical theories. Greater demand for quality care by consumers, more knowledgeable patients, remarkable disease processes, shorter hospitalizations, and the continuing pressure to lower health care costs are all contributing factors in the necessary changes to the nursing practice. In order for nurses to deliver optimum care, they must develop a higher quality of thinking capability. We will review the information given in this research paper to discuss the impact of critical thinking in the nursing profession, as well as the various strategies / techniques used in assisting

My chosen practicum will be teaching in the skills/simulation lab at NCMC. This paper will outline how the experience will enhance my knowledge and develop skills necessary to fulfill the role of nurse educator. The goals, objectives, and timeline will be discussed in this paper. The project that will be developed during the practicum experience will be a debriefing philosophy and evaluation tool to assess student learning with emphasis on critical thinking skills.

Simulation is one kind of reflective tool that widely use in nursing education. National League for Nursing (NLN) described that simulation was a teaching technique that encouraged students to use and apply their theoretical knowledge in clinical scenarios (2015). NLN (2015) also mentioned that “simulation engages learners with diverse perspectives to reflect and reframe the understanding of practice, bringing thinking and doing together” (p. 4). Jones (2009) showed the similar view that reflective simulation was a critical learning process via practiced-based scenario activity that enhanced students to learn and to practice skills before they faced real situations. However, not all processes of simulation use reflection, it is just debriefing process.

Mock Hospital simulation was the focus of the Clinical Nurse Educator Teaching project. The duration of the project span over a four-week period to meet the 22.5 hours required for the project. The simulation dates were determined in advanced for the Nursing Leadership and Management in Professional Nursing course. The preceptor and student determined dates for participating in the simulation and other deliverable activities to meet the requirements for the project. The activities to meet the project requirements were to participate in meetings to plan for the Mock Hospital simulation, to write learning objectives for the simulation, to develop an evaluation tool and debriefing questions, to participate in the Mock Hospital, and to lead debrief sessions after completion of the simulation.

Critical Thinking in Clinical Practice There have been several research studies identifying the importance of critical thinking for nurses in clinical practice and the effects on patient care and outcomes. As stated in Assessing Individual Frontline Nurse Critical Thinking," there is widespread agreement among nursing leaders that critical thinking is a frontline nurse competency essential to providing safe and effective care." (Berkow, 2011). Studies continue to identify this in several countries, although the ways to achieve critical thinking varies. The level to which critical thinking should be expected and taught varies in the opinions of researchers.

For the next simulation, I am hoping that I have improved my critical thinking skills in nursing to effectively perform whatever role I will have. Moreover, since simulations are actual situations in real life clinical settings that are being played out by the students, I will research on applicable evidenced based nursing intervention and applied it during the simulation. Applying this type of intervention during the simulation will reinforce my knowledge of effective nursing intervention and will enable me to acquire a more meaningful experience that could be applied in actual clinical setting. I will also try my very best to find out what possible equipment will be used in carrying out nursing care for a given clinical

Simulation in the undergraduate education of many nursing schools is gaining more and more steam. There are many needs of nursing students and their various styles of learning. Nursing educators must adapt and find ways to help students to be able to critically think. “The ability to think critically is an essential attribute for today’s nurses” (Kostovich, Poradzisz, Wood, and O’Brien, 2007, p. 225).

Simulation has been recognized as one of the standard teaching strategies in nursing education and it also enables learning and evaluation of patient care (NLN, 2015). Simulation not only promotes active learning but also

While a simulated nursing experience (SLE) does not completely replace working with clinical patients, research shows that students often perceive it as a valuable and realistic learning experience that develops self-confidence, promotes awareness, and assists

While developing and completing a simulation experience for students is an significant role for educators, knowing how to debrief students following a simulation has been deemed as equal if not more important because the majority of learning occurs during this time period (Mariani, et al., 2013). Educators have identified varying methods of debriefing, but most of them have central themes. Most methods include some form of “critique, correction, evaluation and open discussion” (Neill & Wotton, 2011). It is common knowledge among nurse educators that the success of debriefing depends on the facilitator and their mastery of debriefing skills. With proper training, educators learn the key requirements

The NLN recommends that nurse faculty develop technological skills and knowledge to facilitate students towards clinical encounters that use technology and simulation (National League for Nursing, 2015). Educators need financial support to increase knowledge in informatics education and simulation technologies (National League for Nursing, 2015). Additionally, faculty need to understand their role in developing a realistic simulation and debriefing.

This simulation was a great glimpse into the future, with only some small modifications. Going through the chances of what my family would be for this experience, I was chosen to be divorced and without any kids. Not having to pay child support or for the regular expenses that come with having a kid was good but, it wasn’t realistic to what I personally want in life and in the simulation didn’t give me a better tax break or second source of income.

the use of simulators in clinical research programs for nurses. The purpose of this paper is

The major study variables in this investigation were critical thinking and clinical judgment skill of nursing students. Critical thinking was operationally defined with the ATI Critical Thinking Test and clinical judgment was operationally defined with the Lasater’s Clinical Judgment Rubric (Mann, 2012). The independent variable was identified as the Level II baccalaureate nursing students. The dependent variable was identified as the critical thinking and clinical judgment skills of the nursing students. The demographic variables included the gender and age of the

Since critical thinking is progressive, educators realize students will be unable to master this objective in the fundamentals course. However, students will be required to demonstrate behaviors represented by the learning outcomes. Additionally, educators will encourage students to strive for their personal best. The critical thinking objective will be in every nursing course; nonetheless, the learning outcomes will become more complex throughout the