Human Patient Simulation Paper

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).

The intent of clinical simulations is to provide a safe environment for students to practice and implement skills. This is a way in which to help prepare the student for the hospital setting. Enhanced confidence, clinical judgment, knowledge, and competence are factors that come from these situations. I gained further knowledge, but I did not experience the other skills during simulation. During the postpartum-hemorrhage and birthing simulation, I purposefully picked the scenarios that I felt most comfortable with. That entailed being the spouse of the woman in labor, the nursing assistant, and the patient’s family member. When embodying those roles, I felt at ease, because I was not the fixation; I was not the one in charge of the situation. During the preeclampsia simulation, I was “dubbed” the staff nurse. I was definitely out of my comfort zone. I was in the second group, and this allowed me to observe the first group. I learned and made alterations from the first group’s performance. Observing the first group helped, but my performance was poor. I made several mistakes and was embarrassed by the end result. I did not do well with the assessments, answering the patient’s questions appropriately, and when calling the doctor, I was not fully prepared. Despite all the mistakes and feelings of embarrassment, I learned. I am very thankful for the awareness of what things went wrong. With further practice and

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.

Since the capstone project started early on beginning of the Doctor of Nursing Practice (DNP) program, I was able to discuss and work personally with Dr. Spicer as my practice mentor in selecting the appropriate topic for my project. Dr. Spicer was very involved in choosing my second option for new capstone project # 1 related to simulation lab and faculty teaching and learning. The patient simulation laboratory (SIM lab) uses state-of-the-art equipment that provides students and faculty with the opportunity to tackle real-life scenarios in a safe and supported environment. Further, I learned that active learning involves the faculty through participation and investment in exploring content knowledge in all phases of the learning process. It requires educational activities that provide faculty with the opportunity to engage actively in courses and respond to the learning situation.

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.

My practicum setting will be an associate degree nursing program, Joliet Junior College (JJC), one of the oldest community colleges in Illinois. The mission of the school is focused on offering students an affordable, accessible valued education for a lifelong profession in nursing, and to serve the community (Joliet Junior College [JJC], n. d.). Accordingly, the school’s philosophy is based on preparing students to be exceptional providers in the growing healthcare system, providing safe and high quality care (JJC, n. d.). The foundation of the JJC nursing program is based on four major principles: client, environment, health and nursing (JJC, n.d), while their conceptual framework is grounded in the fundamental structure of three major theories which forms the basis of the concepts, skills, and principles of the nursing practice (JJC, n. d.). The three major theories are: Maslow’s Hierarchy of Needs, Levels of Prevention and the Nursing Process (JJC, n.d.). Joliet Junior College nursing school offers a competitive program and combines the traditional classroom experiences, in-class high-fidelity simulations labs, online augmentation theory lectures, and clinical experiences in health facilities throughout the community (Joliet Junior College [JJC], 2016).

The simulation that I experienced today was with an elderly patient that just had a left hip fracture fixed and she was fresh from surgery. The patient was confused and drowsy when she got to me. It was expected that the patient would be like that because of coming out of surgery. Her blood pressure was low because she was losing fluid in the form of blood from her Jackson Pratt drain that was in place. Also she was losing fluid from her left hip dressing. So I did for that was reinforce the dressing. To help with her blood pressure being so low I called the doctor to see what we could do and she suggested that we give normal saline 500 ml bolus over 30 min. After about 15 min her blood pressure was starting to come up and normalize. What

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

In today’s world of nursing the importance of finding ways to teach the younger generation can be a challenge. The world of cardiac nursing is not an exception to the rule. The millennial generation in particular tends to learn best through active participation (Montenery et al., 2013). Simulation manikins may be a tool that could greatly increase the amount of knowledge by the nursing students of today. The cardiac simulation manikins are not cheap, but with proper thought and planning the right program may be an asset to the learning needs of the nursing student.

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

What is simulation? Well it is the imitation of the operation of a real-world process or system over time. (Google) I think that the use of simulation in health care provides an ideal environmental experience and burst of reality for students. The use of simulation in health care helps decrease risks of any kind while increasing the safety throughout health care. I feel that simulations have definitely provided us with an alternate route for health care, allowing not only students but also healthcare workers to indulge in real life situations. This provides the learning need to understand important techniques and treatments instead of having to just witness.

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.

Nursing schools are now using more and more simulation technology within their curriculum. As stated in The Journal of Nursing Education, “such laboratory makes it possible for students to practice in a safe environment, without risk to patients, and acquire a level of knowledge and practice that readies them for the actual clinical environment” (Bellack, 2004). By doing this, it not only decreases the number of practice hours that the students would need but it also assist in the supervision that is needed in a clinical health care setting. With these new simulated clinical settings, nursing students would not have to waste as much time as they have done in the past in regards to orienting to multiple different facilities/clinical sites that usually have lengthy orientations and different policy and procedures and electronic health records to learn. This would ultimately give the students more time to focus on learning nursing information. Likewise, game-based learning is becoming very popular lately. It offers all the benefits of a simulated environment but also has the ability for students to learn about more complex situations or scenarios that cannot always be established in a simulated environment. According to author Sadaf Murad “Gaming fosters critical thinking, decision-making skills in students and prepares them to become a better nurse in practical settings” (Murad,