Electronic Interactive Simulation

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.

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.

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.

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

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

The national league for nurses defines critical thinking in the nursing process as “a discipline specific, reflective reasoning process that guides a nurse in generating, implementing, and evaluating approaches for dealing with client care and professional concerns” (Kozier, 2008). This definition is imperative to help a nursing student learn how to think in terms of nursing care. Nursing students must achieve a comprehensive understanding of critical thinking in order to understand the nursing process. The purpose for this paper is for nursing students to learn how to use the nursing process, how to properly document their findings and assessments, and correctly implement APA formatting in a formal paper.

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

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).

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 aim of this essay is to reflect and discuss my knowledge acquired in a simulated learning skill experience which forms part of my training as a student nurse in accordance with the Nurses and Midwifery Council (NMC 2010).

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.

Underlying both the clinical decision-making process and the nursing process is the skill of critical thinking. Critical thinking has been described as the ability to gather and process data in such a way as to arrive at the best conclusion using the filters of prior knowledge, experience and external resources to overcome personal emotions, biases, and assumptions. (This description was developed during NUR/300 class, University of Phoenix, S. Colorado, March 16, 2006) Note that critical thinking is described as a

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