Electronic Interactive Simulation

How has advancing technology impacted students’ critical thinking and clinical reasoning abilities? In order to find an answer or at least some background knowledge to help answer this question, I reviewed two journal articles. Montenery (2013) aimed to determine how millennial nursing students perceived the effects of technology on attention, knowledge, critical thinking, and overall satisfaction. Vyas (2011) discusses providing more hands on clinical practice through the use of human patient simulation. Though some believe technology is producing a decline in critical thinking and analysis, technology can positively impact critical thinking abilities because students positively rate virtual learning and simulation experiences, prefer computerized testing, and are exposed to complex patient cases through simulation that require clinical judgment.

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

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

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

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.

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

Looking at a past study done before the team began their own study they found that junior nursing student (second year bachelor students) and other level of nursing students using the simulation method of teaching had improvements in their critical thinking, clinical performance, and improved conceptualization of clinical nursing. This team modeled their study

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.

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.

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.

(Weinberg, Auerbach, & Shah, 2009) This may prove especially important as the assessment and care of critically ill children is particularly stressful for providers. Debriefing after the simulation experience also provides a time for reflection. Concepts taught in lecture become more tangible as a result of their application during the simulation. Simulation has the potential to enhance pediatric nursing education, improve patient safety and provide additional experiences when clinical sites are limited. The student has an opportunity to build and practice a pediatric skill set. (Bultas, 2011)

How is critical thinking used today? This is a typical question that a student in a non-nursing major may ask, but here at the Christ College, we would be happy to answer that for you. As a student nurse, I use and witness critical thinking and clinical reasoning in the clinical field every day. To better understand this topic, I found two articles to read and review. The first article I found is based on education and the second shows the view of a well-practiced nurse.

Throughout this course, I received exposure to valuable lessons that I can use in my clinical practice of patient care. One experience generated the greatest impact in my ability to provide safe, high-quality patient care – lab simulation. Lab simulation stands as a technique that “allows the educator to control the learning environment through scheduling of practice, providing feedback, and minimizing or introducing environmental distractions” (Durham & Alden, 2008, p. 222). Simulation is a technique used to prepare students for real experiences in clinical practice; simulation stands as an opportunity for students to provide nursing care in a simulated, safe environment. From personal experience, I can claim that lab simulation positively impacted me in various mannerisms – increased my confidence, assisted in my stress management skills, improved my care management of a patient, transferred my skills learned in the simulation to the clinical setting, improved my communication skills, and enhanced my critical thinking abilities.

Bandura, Jeffrey, and Gajdos reported that high self-efficacy in one situation tends to generalize to other situations, in which an individual may have perceived himself or herself as having personal inadequacy during a previous experience. Perhaps generalization is one reason why nurse educators have adopted self-efficacy as an outcome of simulation education. Broadly, nurse educators have an inherent interest in seeing simulation outcomes transfer to other situations of clinical nursing practice. The active learning component of simulation fits naturally with Bandura's social cognitive theory (Franklin & Lee, 2014). Hence, active learning of simulation leads to mastery of learning new skills such as tracheostomy care, suctioning, and handling of mechanical ventilators safely and efficiently. Nurse educators who extend Bandura's framework to simulation relate increases in self-efficacy to simulation features, including hands-on practice, immediate feedback, peer modeling, and repeated practice in a psychologically safe environment (Franklin et

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.