High Fidelity In Nursing Education

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.

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

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.

the potential ethical consequences and recommendations of including currently popular virtual/computer-based simulation as a medical educational tool for formal nurse- and physician- education programs.

(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)

Creating and implementing a high fidelity patient simulation lab for about 4,000 nurses working at XXXXXX. This program will provide nurses working at XXXXXX with a supportive and safe learning environment to ensure they are providing safe, effective, knowledgeable care to the patients they care for.

Clinical simulation is becoming more and more common in nursing programs as technology increases and there are less faculty members to meet the current nursing student demands (Gaberson, Oermann, & Shellenbarger, 2015). There are many positives to using simulation, for example the building of confidence in students. “Using simulation-based pedagogy allows students to integrate psychomotor skill performance, critical thinking, clinical judgment, and communication skills while gaining self-confidence prior to entering the clinical setting” (Gaberson, Oermann, & Shellenbarger, 2015, p.188). In a review by Jamil Norman, simulation in nursing education was examined (2012). Norman concluded that in two studies reviewed it was noted that there was a significant increase in student’s self confidence when they were able to participate in simulation before the actual clinical setting (Norman, 2012).

This paper will address and evaluate the research problem itself, the design of the study, the sample, how the data is collected, its limitations, and its findings. Furthermore, how does this study impact the overall nursing process?

Select either the qualitative or quantitative study method for this assignment. In an essay of 750-1,000 words, summarize the study, explain the ways in which the findings might be used in nursing practice, and address any ethical considerations associated with the conduct of the study.

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

The size of the sample consisted of 42 nurses. The nurses were chosen from various management levels. Interviews were conducted on 11 staff nurses, 12 charge nurses, 10 head nurses, and 9 supervisors. There were 33 females and 9 males in the study. Most participates had a BSN and had an average of five years charge nurse experience. The size of the study was adequate because is had a wide range of participants.

The Research and Ethics Committee from the school nursing had a chance to analyze and approve the research proposal before the research begins to contact the participants. The researchers informed the participants of the contents and obtained consent from each participant. Participants were given the guarantee that confidentiality and the concept of beneficence would be respected. It was made clear to the participants that they could withdraw from the study at any time. Participation in the research was also voluntary.

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

Ethical approval was obtained from the relevant ethics panel of college of Nursing, Mansoura-University to carry out the study. Verbal consent was obtained from every patient before his/her inclusion into the study after clarification of the aims of the study. The researcher emphasised that participation is is completely voluntary and patients may withdraw from the study at any time .confidential. Anonymity, privacy, rights, safety of the sample was completely assured from the start of the study.