Medical Simulation Training Report

-The Institute of Medicine recommends simulation as a method of teaching interventions in high risk situations.

The cost cutting options and strategies was very important and necessary plan to create a steady amount of cash flow without so many expenses.

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.

The nursing simulation I just experienced was about a patient that was admitted for Pneumonia and has a history of COPD. My role in this experience was being an observer. Some of my formal knowledge with the psychology of this situation is that if a patient comes in with a hard time breathing they are already going to be anxious because they can’t breathe well. Also this patient has a history of COPD so that does not help out the patient with being able to breathe and their feelings of being anxious. Some previous experience I have had with this type of situation with a patient is when a patient of mine was having leg problems and she was not able to walk at the time.

The last alternative is the human-patient simulator which involves human effigies that can breathe, talk, bleed and that have all the reactions that a live person has. Their responses to applied or injected substances also correspond with human’s. There are also many benefits resulting from these methods. First of all, they are more reliable and accurate than tests performed on animals as they are related to human and, as has already been mentioned, there is no better way to test something dedicated to people than on their own “fragments of a body”. Further, they are less expensive and more practical. “The traditional testing of chemicals using animals can take up to five years per substance and cost millions of dollars while non-animal alternatives

or high fidelity simulator she allowed the girls to prep her abdomen with sterile based prep solution and talked them through. This role playing simulation was of great help to the learner’s as evidenced by a debriefing session a little later. It helped their confidence and prepared them for an actual prep.

Sometimes failure can really be the best teacher. This was the case with the Lakeview Regional Hospital Simulation Exercise. During the simulation, I learned a lot about working with a team, knowing when to stand firm and when to compromise. I have been a part of plenty of projects, but sometimes I can be a little lost when it comes to the healthcare aspects of things. It was during these times that I looked to my teammates to assist with filling in some valuable blanks about the healthcare environment. I do have a lot of experience with introducing technology, training and media relations. It was during these parts of the simulation that I could really lend a helping hand. The simulation illustrated the importance of buy-in amongst the implementation team as well as other members of the entire organizations. It showed that there will always be some inherent resistance, but that doesn’t mean that change is impossible as long as there is some flexibility.

Developments in technology and process management have resulted in an increase in the number of alternative routes to perform a task. Faced with many options it is important that the best option is chosen. While modelling these possibilities allows for an assessment of their feasibility, at times simple models are not sufficient (Paranjape & Gill, 2010). Systems and processes have random characteristics and are dependent on other processes; this is not always possible to account for with simple models. Simulation tools however offer the functionality to examine the randomness and interdependence simultaneously (Maria, 1997). This is ideal given the uncoordinated behaviour of real-life business environment, and allows the testing of the alternative

From birth until death, human beings are section of the healthcare department. For all countries in the world, health care is a basic contributor for the economic growth rate[1]. In this paper proposes a model which have the work of typical clinical workflows as well as a series of any departments modifications, generally too difficult to analyze otherwise. The simulation model seems to create quantitative suggestions exactly near to

This essay will compare and contrast the simulated emergency medical environment to the real life emergency medical environment, critically analyse the importance of a simulated emergency environment, and if it adequately prepares one for the real life emergency medical environment. Simulation has become increasingly important in emergency medicine education. It is significant for Emergency Medical Care students to take part in simulated training, as it prepares them for the real life emergency medical environment, and teaches them how to approach the circumstances associated with patient treatment in the real emergency medical environment. It prepares them to perform adequate and appropriate patient treatment. Simulation is an important component within the training paradigm of an emergency medical care student.

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

Simulation is sometimes discussed as a modern innovation in surgical education when in fact, various modes of simulation have been used to teach medicine and surgery for several millennia. Their evolution is a reflection of both the maturation of an individual surgeon and the development of the surgical profession as a whole. As the responsibilities of surgeons continue to expand, simulators can continue to play an important role in the adaptation to an ever advancing healthcare system.

Medical emergency is “a serious and unexpected situation involving illness or injury and requiring immediate action” (Oxford dictionary, 2016). This definition sheds light on the gravity of this state and the need for one to make split-second decisions in a bid to salvage the circumstance. Emergency care settings has one of the highest rate of errors in medical practice which is due to the complexities associated with diagnosis and the time pressure involved in managing critically sick patients (Bucknall, 2010). Spur of the moment decisions may be prone to error which may be due to limitations in the human cognitive process (Reason 1990). Humans are said to be unreliable and prone to errors (Woods et al., 2010), making errors common occurrence

Powell-Laney clearly identified the purpose of the study along with identifying the reason for the study. According to Powell-Laney (2010) there is a lack of evidence to support the use of simulation technology to teach clinical decision-making in nursing students thus Powell-Laney designed a study to ascertain whether the use of simulation technology in nursing education can increase the clinical decision making ability of nursing students (p. 6). Furthermore, Powell-Laney (2010) states that simulation technology is expensive and labor intensive thus adding to the need for current research to be done on the effectiveness of simulation technology in nursing education.

Simulation has been used to analyze many issues in the healthcare sector for over 40 years [1]. Such issues that have been addressed by simulation include, but not limited to; improving patients’ workflows and throughput time, reducing waiting times, resources allocation and optimization, staff scheduling and development of decision support systems (DSS). Discrete Event Simulation (DES), Agent Based Simulation (ABS) and System Dynamics are the main simulation methods that have been used for healthcare systems’ modelling and analysis [2]. Although each of these methods has its own capabilities, they exhibit some limitations [3]. Table 1 summaries some of the capabilities and limitations of DES and ABS methods in healthcare applications.