Ophthalmoscope Simulation Paper

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.

Simulation labs and clinical placements are effective for practicing skills and building hands-on dexterity, habits, rhythms, and confidence. Not every facet of nursing education prepares student nurses with this kind of learning; originally an, most commonly clinical hours spent in simulation labs were integrated strictly into BSN programs, eliciting the statement made by Taylor (2008) that ADN programs have had to expand their curricula and offer students more content (p.613). According to Go’s (2012) dissertation on High Fidelity Patient Simulation (HFPS), simulation labs are advantageous because they give student nurses a venue for instruction while working in a clinical setting (p. 34). HFPS promotes and validates the clinical judgment competency of nursing students; it offers opportunities for feedback, debriefing, and guided reflection; it increases the student's ability to synthesize knowledge and insight, forming the bridge between theory and practice (Go, 2012, p. 34). However, hours spent in standard clinical settings are often inadequate in preparing

the potential ethical consequences and recommendations of including currently popular virtual/computer-based simulation as a medical educational tool for formal nurse- and physician- education programs.

(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)

Creating and implementing a high fidelity patient simulation lab for about 4,000 nurses working at XXXXXX. This program will provide nurses working at XXXXXX with a supportive and safe learning environment to ensure they are providing safe, effective, knowledgeable care to the patients they care for.

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

Since nursing is an ever-evolving profession, the faculty's RAM model can be integrated into the SIM lab to help transition nursing faculty to ensure safe and effective tracheostomy care to patients. Further, rubrics can be used as a tool in SIM lab to help validate progression in learning from simple to more complex care concepts (Moughrabi & Wallace, 2015). When the faculty understands the concept of theory and applies it to practice, their training can bring their newly acquired skills into clinical practice. Therefore, Roy's model would work for my DNP project because the staff transitions can be made more effective through the use of simulations so that faculty can be comfortable to respond to any given emergency situation by adapting to any

Erwin, you make great points about simulation concerning patient safety and quicker learning time. Having the opportunity to simulate real-life situations in a controlled environment provides valuable experience to the clinician. The ability to practice a skill improves the performance of that skill. A recent randomized, cross-over study evaluated 21 novice anesthesia residents receiving simulation training in both the recognition and treatment of hypotension and hypoxemia. Residents receiving SBT (simulation based training) in the management of these critical events demonstrated accelerated and superior performance to those receiving traditional (nonsimulation) training.1 A 2012 study evaluated the effect of simulation training on resident

The use of simulation as a tool for developing and assessing surgical competencies in different fields of medicine has extensively been studied. By incorporating the use of virtual reality simulation (VRS), cataract surgery training has moved from the traditional Halstedian method1 to a more holistic method that facilitates the process of learning.2 The significant effects of using a VRS method in the improvement of different microsurgical skills, especially in ophthalmology, have been widely reported in the literature.3-7

A human patient simulator is a life-like, anatomically correct, computer driven mannequin with physiologic responses that mimic real patients. Education in simulated learning environments (SLEs) has grown rapidly across health care professions. A randomized controlled trial has investigated whether SLEs can, in part, substitute for traditional clinical education finally provided evidence that clinical education in an SLE can in part (25%) replace clinical time with real patients without compromising students' attainment of the professional competencies required to practice (Watson et al., 2012). An increase in recognition of medical errors has dictated the need to improve education by allowing students and clinicians to learn in an environment

Buckley, T., & Gordon, C. (2011). The effectiveness of high fidelity simulation on medical–surgical registered nurses' ability to recognize and respond to clinical emergencies. Nurse Education Today, 31(7), 716-721. Retrieved from:

The importance of Virtual Reality research and application is that it can immensely influence a positive change in nursing practice,

effect of using unit based, high fidelity simulation as an educational tool (Disher et al, 2014)” on the knowledge of the bedside nurse, while the second addressed the level of self confidence the nurse felt when handing a critically ill patient in a compromised state. These questions differ from a hypothesis because they do not involve a population, variable and relationship but rather, include a population, intervention, comparison, and outcome.

Technological innovations are influencing education strategies and specifically advancing the domain of health professional education. Simulation is becoming more popular as a means to provide innovative learning experiences and foster understanding of didactic content, as well as offer an avenue for students to refine their collaborative practice skills. The Institute of Medicine (IOM) in its report, To Err is Human: Building a Safer Health Care System, recommended simulation training as a teaching strategy that can prevent future errors in the clinical setting (Kohn, Corrigan, & Donaldson, 2000). The report states that “health care organizations and teaching

Five participants out of a group of 21 were selected. All participants were involved with the simulation education sessions. There was a 40 minute focus group conducted one week before the simulation session and a questionnaire was administered one week after the session. The study found that students were initially nervous about performing in front of their peers but became more comfortable with each session. They felt it was easier to learn in front of peers than in a real life scenario. It was argued that they may have been more prepared and confident because they were aware of upcoming simulation and could practice. It was argued by students that the authenticity of the experience may be not as effective in a controlled environment. There were some limitations noted with small sample size. Recommendations were given to increase the exposure of students to simulation and make the experience a little more realistic to clinical