Reflective Essay On Hands On Simulation

This simulation experience allowed me to practice my focused assessment skills, delegation of tasks, prioritization on of tasks, interdisciplinary communication skills, and skills that I have not been able to participate in such as blood administration. I learned that my strengths are patient education, delegation, noticing changes in patient condition, and working as a member of a team. I need to improve my speed of completing tasks, my confidence, and my process of working through new 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.

Student nurses can learn a lot about teamwork through simulation labs as well as observing and taking part in real life scenarios (Endacott et al., 2015). A student can recognize that they may not have the experience to be the person best-suited to be involved in the emergency situation. However, they can recognize how they can be helpful, such as being a runner for supplies, and can learn through observation.

In order to properly learn, the nurse must be able to manipulate the emergency equipment, that way he/she is comfortable putting together items such as an Ambu-bag, doing chest compressions, and drawing up life-saving medications. After the 12 weeks of hands on training are completed, the nurse will attend two different simulation labs, one in a delivery room and another in a bedside setting. These simulations consist of a computer operated “baby doll” that breathes, changes color, and has a heartbeat. A team consisting of two new RNs, a respiratory therapist and a doctor will progress through the steps necessary to revive the “infant” in each setting. The mock code will be recorded and played back for the team so they can debrief and discuss ways to do better for next time. This type of learning is a new way of using technology in the classroom setting to practice working under pressure so the nurse is ready when a real emergency occurs. Using an electronic baby doll in “real time” is advancing technology and allowing nurses to feel more comfortable in their own

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.

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

My personalized knowledge and experience in the field of simulation comes from working in a simulation center within a hospital setting under the direction of the Quality and Safety Department. Providing a service like simulation within a hospital organization has come with its own set of challenges and barriers in trying to ensure that the quality and safety of hospital patients is always consistent. Because of the unforeseen issues like the way a simulation is obtainable in a hospital across different locations and everyday hospital dynamics between healthcare providers, has impacted the quality care and safety of our hospital patients and families. I anticipate that fostering a challenging and safe simulation learning environment would be

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.

The two tools you identified for use in nursing education are both excellent options for integration of newer technologies in nursing education. Simulations have continued to grow in nursing education, helping students to practice skills before implementing those skills on real patients. The development of simulations continues to advance with technology, and these simulators allows students and workers the ability to make mistakes without repercussion and recognize possible errors and correct them before harm is done (Nimmagadda and Murphy, 2014). In the article by Nimmagadda and Murphy (2014), it shows simulation used to help develop teamwork between nursing students and social workers. Interdisciplinary cooperation is another benefit of

Thank you for sharing this week's post. I find it interesting with simulation related to the Doctor of Nursing Process (DNP) project with implementation of an end-of- life (EOL) simulation for nursing students and re-designed the patient care environment based on the feedback from students so that it is more conductive to a holistic and palliative approach to the dying patient. Billings and Halstead (2012), stated that learning outcomes can measured through low-stakes and high-stakes simulations. Outcomes are defined for the learning activity and can be measured by a well-designed clinical simulation (Billings & Halstead, 2012). Results would only be satisfied by the same stakeholders (students, faculty, and administrators) that planned to

My clinical experience was at Sim lab at the school so it was what I typically expected except we did get go to the respiratory therapy lab. I really enjoyed sim lab because it gave us a chance to brush up on our paper work and to correct things that we had wrong. The trip to the respiratory therapy lab was a surprising twist that I enjoyed. I learned a lot about how RT and nurses are very similar. We complement each other to provide the optimal healthcare possible. The staff or the students were very polite and very informative. They made sure that we had a good understanding of what a RT is and the services RT provide. I was surprised how in depth Rt went as far as formulas. Some of the information that RT shared with us seemed not to

The use of simulation in nursing education is not a new teaching method. In fact, the Provincial Archives of Alberta has a photo in its records, circa 1920, of nursing students attending a lecture, seated around a hospital bed with a manikin tucked under a sheet (Provincial Archives of Alberta, PA3403, accessed Nov. 25, 2015). This may not resemble modern high-fidelity human-patient simulators, however, the strategy of nursing students learning and practicing skills on a manikin prior to executing those skills on a human patient, is a common and historical tradition in nursing education (Jeffries, 2007; Nehring & Lashley,

Nursing simulation, a progressive method of education and utilized by nursing programs, improve patient outcomes through giving students opportunities to practice and learn new nursing skills in non-threatening environments. The use of simulation experiences origins stems from the military and airline industries. Nevertheless, since that time, many academic interest groups, including medical and nursing education have adopted this educational method. Furthermore, it is anticipated 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 and recording the outcomes of a methodical evaluation, such as a rubric, is foundational to the enhancement of both the procedure and results (Robinson & Dearmon, 2013). This capstone project specifically focuses on the development, implementation, and evaluation of a rubric for nursing simulation scenarios conducted by baccalaureate level nursing students at Western Kentucky University.

Management and Application of Patient Care Technology" (AACN, 2009, p.2). The AACN (2009), provided a detailed blueprint of teaching and learning opportunities including the use of simulation labs, patient care technologies, Second Life simulation, and much more. One initiative called the Technology Informatics Guiding Education Reform or TIGER for short, has also provided wonderful solutions and suggestions to nurses, hospitals, academic facilities, and more. "In 2006, the TIGER Initiative convened a Summit of nursing stakeholders to develop, publish, and commit to a plan to guide the future of nursing related to technology, and to determine what educational changes should occur to prepare nurses for the electronic age of healthcare" (TIGER, n.d., p. 7). Therefore, it is imperative that curriculums at both the undergraduate and graduate level are properly educating and preparing nurses for a profession that is booming in the Informatics and technology realm.