Human Patient Simulation Experiences

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

Clinical sites are not always able to accommodate or guartee desired educational experiences. With these challenges in mind in prepping students for the real world, clinical simulations have been implemented. Technological advances have allowed the creation of high fidelity manikins. These manikins give students the ability to practice assessments and procedures in realistic clinical scenarios while reflecting on skill sets and clinical reason. It is important that students take these simulations seriously and prepare as if it is an actual patient care experience.

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 utilization of HFS in nursing simulation is widely supported by several nursing governing bodies, leaders in nursing education and nursing education literature. Implications for nurse education relate to educators recognizing HFS as an effective student-centered learning and teaching strategy. By incorporating HFS into nursing curriculum, educators give students ample opportunities to develop and practice skills as well as using their prior knowledge in a safe environment without

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.

Stress is a condition that has continuously plagued nursing students while in the nursing program. The stress nursing students experience is caused by a variety of different factors, such juggling between school life and personal life or the financial strain many students face. Stress also stems from educational factors, such as the lack of effective time management or proper prioritization, lack of critical thinking skills, and/or lack of clinical experience. Research has shown that a major source of stress for nursing students is the lack of clinical experience, critical thinking skills, and clinical skills. This paper will discuss the importance high fidelity clinical simulation to reduce the stress of baccalaureate nursing students and

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 uses of simulation experiences hold origin 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.

Advances in technology have created learning environments that are enriching, yet ever-changing. The field of medicine has shown a long history of integrating new technologies to advance educational practices. Simulation, as a medical education methodology, has shown great potential to advance the technology enabled learning environment in healthcare. The following paper provides a concept analysis of advancing the medical field by integrating innovative and technology-driven simulation methodologies. The overarching benefit includes increasing the level of competency among medical practitioners prior to executing procedures on real life patients (Gordon, Wilkerson, Shaffer, & Armstrong, 2001). The discussion is filtered through the Technological

Simulation is an great teaching system for skills especially for critical care nursing. Learning is mostly achieved when the environment is participative and engaging. Simulation in nursing school requires learners to think though data and information and come to a conclusion or predict an outcome. Most importantly it gives learners immediate feedback. Caring and monitoring of a critically ill patient requires student nurses to collect, analyze, and react to data and information. The case studies are developed for nursing students to use classroom knowledge, incorporate assessment skills, and create and implement a plan and simulation is designed to practice these skills. Students are then given a chance to asses, plan, implement and evaluate

The author of this paper selected an article published in science direct for this week discussion forum .The featured article is about the clinical simulation in nursing and is entitled as Effect of Electronic Interactive Simulation on Senior Bachelor of Science in Nursing Students' Critical Thinking and Clinical Judgment. The method used for the study is a randomized controlled trial and the study b compared the effects of an electronic interactive simulation (EIS) to traditional paper case study simulation on the critical thinking disposition and clinical judgment skills of participants those, are senior baccalaureate nursing students. The study conducted over a two week period and concluded that Participants who used EIS over a 2-week period

The realistic simulation as a teaching methodology in health makes a significant contribution to the training of more skilled professionals, thereby producing technical, ethical and political expertise to face the health problems in which they are inserted. Accordingly, this study intends to unveil the viewpoint of the student after its learning on nursing by means of the realistic simulation. The methodology path was constructed based on the phenomenological qualitative research. The research scenario was a higher education institution in the city of Itapira, countryside of the state of São Paulo. We performed interviews with seven undergraduate nursing students enrolled in the aforementioned institution. Regarding the theoretical framework,

Teaching ECG interpretation to students is challenging for nursing educators. Nursing educators must use teaching strategies that will lead toward moving away from a knowledge-based comfort zone1; they are required to implement teaching strategies that promote learners’ critical thinking and self-confidence for ECG interpretation in non-threatening environments. Simulation in ECG courses has the potential to improve self-confidence and critical thinking. In Saudi Arabia, many universities have integrated simulation technology in their curriculum. Despite the interest, no available studies have focused on the effectiveness of simulation. This type of investigation is needed for nursing educators seeking to promote ECG learning.

Research shows that novice nurses find it difficult to handle patient situation properly in the event that their condition rapidly deteriorate. Barbara Aronson (PhD, RN, and CNE) and her colleague Barbara Glynn (DNP, RN-BC) conducted the research. The title of the article was clearly stated and it focused on the effectiveness of a role- modeling intervention on student nurse simulation competency. The researchers used quasi -experimental studies to conduct a pre-test and post-test study to evaluate whether student been exposed to the role- modeling intervention simulation competency will be able to handle patient conditions better than student not exposed to that intervention. The study was been

Nursing educators use a variety of teaching methods to enhance learning and enable students to better become the skilled practitioners needed in today’s health care environment. One of the newest methodologies is high-fidelity human patient simulation (HPS), a strategy that combines technology with a human body mannequin. Many nursing educators have embraced this type of technology as it offers a means of facilitating cognitive, affective, and psychomotor outcomes. Self-efficacy and motivation are two variables to learning that lead to academic success.