Nursing Simulation Lab Report

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

According to Pivec (2012), “Reflection is often a part of debriefing” (p. 9), debriefing in the simulation was a method that students reflected their experiences and knowledge after simulation (Pivec, 2012). Likewise, Shinnick et al. (2011) explained that debriefing, a guided reflection after simulation produced by educators, was a crucial process of simulation that was the time for students to reflect and explore their learning. The appropriate time for debriefing was immediately after finishing their action in case scenario (Pivec, 2012; Shinnick et al, 2011). The length of debriefing time should be two or three times of simulation’s times that scheduled by educators

Our simulated exams take place in three suites of purpose-built rooms. Each room is fitted with an examination table and a surveillance camera. We test second- and third-year medical students in topical rotations: pediatrics, surgery, psychiatry. On any given day of exams, each student must go through “encounters”—their technical title—with three or four actors playing different cases.

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.

(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)

While I didn’t realize it at the time, the process of answering key questions about why the Clinic would build a family history-based clinical decision support platform exposed dimensions that are clearly linked to macroergonomics.

As technology evolved and based on the number of epidemics or even disasters being reported in recent years, most hospitals including the Veterans Hospital where I currently work have already opened a simulation lab. The simulation labs unlike before do not only focus on everyday concerns, but they have been having simulating drills for natural, epidemics, and man-made disasters. Based on my experience, the exercises are very intense and portrayed to be as real as it could be.

Smith, L. G., & Gallo, K. (2015). Building a Culture of Patient Safety Through Simulation: An Interprofessional Learning Model. New York: Springer Publishing

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.

While developing and completing a simulation experience for students is an significant role for educators, knowing how to debrief students following a simulation has been deemed as equal if not more important because the majority of learning occurs during this time period (Mariani, et al., 2013). Educators have identified varying methods of debriefing, but most of them have central themes. Most methods include some form of “critique, correction, evaluation and open discussion” (Neill & Wotton, 2011). It is common knowledge among nurse educators that the success of debriefing depends on the facilitator and their mastery of debriefing skills. With proper training, educators learn the key requirements

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.

Simulation has taken a bold role in training students of not just procedures and medical competencies, but also clinical skills. Standardized patients have provided a unique human touch in this process of simulation. Specifically those that are trained to provide feedback have become an invaluable tool to medicine. In this paper, the focus will be on the quality of standardized patient debriefing.

While I was trying to recall my performance in the simulation, I started to realise that I could have treated the patient with a more friendly way so as to develop a good patient pharmacist relationship. I tried to memorise what skills my teammates had used while doing the simulation as they had performed naturally and communicated well with the patient and I should definitely need to learn from them. After chatting with them and sharing the skills they used, I found that the key things was to listen to patients attentively and refer to their feelings and thoughts while introducing my own concern and suggestions to them. I realised that things could be stepped forward if I have self-confidence. If the things I told patient was appropriate and

I followed daily lectures on a variety of subjects ranging from Neuroethics to epidemiology. I felt immersed in the life of a medical student; learning about new areas in the medical world which prompted me to further explore each topic. Furthermore, the medical students gave us a lecture on human anatomy using cadavers. A key thing I learned was that I do not construct emotional associations when handling cadavers, instead I detach myself from the resource and immerse myself into the situation. A notable part of the program was when we performed patient simulations. From this, I discovered that collaboration is critical when there are numerous individuals examining a patient, and that management skills are vital when dealing with the time forced environment of the medical

In order to create a more realistic educational environment, more than one type of simulation can be used simultaneously. For example, when a student is practicing on making sutures on a suture pad, a standardized patient can participate in the simulation so that