Nursing Simulation Lab Report

I was assigned the first scenario (Lydia) for this week's discussion. I contacted Deborah Funk via telephone. I explained the scenario to her and she explained to me why it is I am having such a difficult time answering this question after reviewing the Nurse Practice Act and the section that governs the scope of Practice for APRN's in Missouri. She explained that the Missouri State Board of Nursing and the Nurse Practice Act will be the least restrictive on the scope of practice for APRN's. The organizations and the institutions of employment along with the Joint Commission will be the most restrictive when it comes to the scope of practice for APRN's (D. Funk, personal communication, July 14, 2015). I was unable to find an age range

A couple of questions I posed to the group. One was why was this happening? Another, had this issue been addressed in any of the times that you had been in the hospital? And lastly, was there a lack of empathy or sympathy from the healthcare staff - did they seem to care? A few questions I kept to myself. One question of concern was how someone could complete the same nursing program as me, or complete any nursing program and lack values and ethics and empathy and sympathy towards patients? I understand that there are two sides to every situation and that I was going solely on individuals information. I decided to look further into the lack of medication been giving on time. What I found was surprising and that it was actually a known problem not only in Canada but throughout the world. Many countries were already advocating on behalf of this issue. I felt that I could apply what I have learned through my classes at school to help deepen my understanding of this concern of receiving medication on time.

I do agree with you that the nurse doesn’t accept her patient request regarding her medication. It relates me to the 9 patient rights that patient has the right to refuse her medication. She doesn’t have empathy for her patient pain. I think the nurse has done her job partially, because she wants to make sure that her patient medication and daily activities has given to her. On the other hand, all her patient needs were not done, like you stated that compassionate, consideration and gentle care is the nursing characteristics. Caring patient as a “whole” is the nursing job, in which the nurse does not utilized toward her patient

Kelly, I commend your enthusiasm and desire to facilitate a change project that will promote greater competency among new nurses. This project has the potential to not only benefit your academic institution, but even greater, all the facilities where your graduate nurses will work in the future. We had a great simulation lab at my nursing school; however, our supplies were often limited due to costs and the staff that was supposed to help in the lab was lacking. Being allowed to practice a nursing skill one time, due to the high cost of supplies, was far from effective and even more frustrating was having to teach ourselves due to lack of faculty participation. I can imagine how beneficial it would’ve been to have a seasoned nurse explain why we were being instructed to do skills a certain way and also give insight as to how to handle potential situations that could arise in real-life.

Simulation is a way for HCP’s to practice clinical competencies in a controlled real-life scenario. It offers realistic experiences that can mimic risky settings that otherwise would not allow room for error. They are not only able to learn but they can

Another causative issue to medication error was poor staff knowledge about medications. 46% (n=32) of registered nurses and 37% (n=15) of student nurses stated that not having enough knowledge about medications increases the risk for creating an error. It is essential for the person passing meds to identify potential side effects, the drug type, contraindication and it interactions to reduce the patient may encounter for taking the medication. The qualitative review of registered nurses reinforced this issue.

The NLN has been helpful in providing means to support nurse educators with the planning and implementation of simulation (Nehring, Wexler, Hughes, & Greenwell, 2013, p. 2). The Simulations Take Educator Preparation (S.T.E.P.) is intended to help instructors understand the utility and sensibleness of simulations in clinical education and how to use them more proficiently (Nehring, Wexler, Hughes, & Greenwell, 2013, p. 2). Another resource is the Simulation Innovation Resource Center (SIRC). The SIRC is an e-learning site where instructors can acquire the skills needed to develop simulations into curricula (Nehring, Wexler, Hughes, & Greenwell, 2013, p.

Doing the simulation lab experience to give back to the nursing program is very noble; then also doing it to fill the educational gaps that you felt you missed out on is cool. I had never thought of choosing the simulation experience for that reason, I did it partially because it was the most available. Where you are able to to fully accomplish all your SMART goals? I agree on collaborating with everyone during the project to make sure everyone is on the same page, it makes everything easier in the long run. Finally, it looks like you learned a lot during this experience.

After the nurse had come out of the room, we discussed if I had any questions about how she handled that situation. When asked about why she performed the education the

In lieu of this, I have come to the understanding on the importance of standing up on what is right. I knew I should not give the medications of patients if my buddy is an EN, yet I failed to be assertive enough and speak out my mind. Instead, I blindly obeyed what was told to me, especially that my buddy EN has a very strong personality. I chose to be quiet and just follow. This day, I have learned a lesson I would never forget for the rest of my nursing profession, i.e. to stand on my ground by following relevant legislation and local policy, no matter what others say. I’ve realized that I will not be equipped with the right attitude of becoming an effective nurse by being quiet and submissive to what my seniors in the profession tell me. I should be more assertive to voice my concerns and what I can’t do but at the same time, I should be proactive enough by participating in nursing cares and activities I know I am allowed to

Another day of my clinical placement 420 in orthopaedic unit began on July 4, 2015. I received my patient and started to research a patient history and medications. At 0700 a shift report started, I received information that my patient had fall at night shift without witnesses. By the policy of Providence Healthcare a patient who had fall without witnesses should be automatically monitored for head injury therefore, a Glasgow Coma Scale was initiated by previous nurse: every 15 minutes, then every hour, every two hours, and every 4 hours. This scale is to check and monitor level of consciousness which possibly may decline after head injury. At this day we had a student as a "nurse in charge", she volunteered to come with me to patient room and to supervise my work. For this particular patient close monitoring of vital signs and neurologic assessment required. I explained to the patient the purpose of frequent health assessment and started to work. Close patient monitoring in addition to all daily routine activities was challenging to me because I never had a patient with this diagnosis. Despite my explanation of the purpose of frequent assessments patient stated that "I am fine, do not feel any discomfort, there is no need for that". While assessing patient she keep asking a lot of questions such as why so many time why do I need to drink more than one mouthful of water with my tablets, what these tablets for, why do I need to wait few minutes after

The threats to validity were minimized in this study by selecting a college faculty member and a doctorate student to rate the simulation along with the student. In addition, the simulation was videotaped and reviewed by the doctorate student and faculty member. The video was used in the initial scoring, and in the case of a wide scoring variation, the videotape was reviewed and the simulation rescored.

Using simulation technology for healthcare education is not solely about interaction with the simulation mannequins themselves, but being put into an environment and situation that resembles what it would be like if the student were in an actual clinical setting. These types of environments are called simulation labs. Upon viewing a simulation lab, the physical set up closely resembles that of a hospital setting, yet there will be simulation mannequins instead of actual patients and a control room where the instructor will sit and monitor what happens during the simulations. According to Marcia K. Rothgeb, MSN, RN, in her article “Creating a Nursing Simulation Laboratory: A Literature Review”, the simulation lab enhances a student’s learning

(pressing the lever) by exploitation it to activate its incidence with Associate in Nursing unconditional stimulation (US) (e.g. water or food). During this check, a discriminative stimulus (SD) (e.g. light) exists when the contingency of behaviour-unconditional stimulation (R-US) was dead properly. After several trials, the studied subject showed the required conditioned response (CS) like touching and activating the cause (Trigger). Even with the absence of US convenience, the studied subject memorizes the R-US relationship.

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