Simulation Reflective Journal Look back We were four in our group and we were given a scenario of a patient who was having an anaphylactic reaction from bee sting venom. The group agreed that I will be the primary nurse. As the primary nurse, I knew that I had to lead and supervised our group in responding to the emergency situation at hand. Having played the role of a primary nurse in this simulation, I have gained meaningful experience, which I can use in my future nursing practice. Elaborate Being the primary nurse, I assigned each of my group members to a specific task. I assigned one colleague to assess the vital signs of the patient. In the scenario there were two medications that should be administered to the …show more content…
My answers were not decisive which reflect my weak critical thinking skill. For example, when it comes to medication administration, in instances where things are not clear, it should always be referred to the doctor which in this case I belatedly remembered. Nurses should also make sure that they knew how to use all the equipment that is used in the nursing care. In a medical emergency situation, every second counts. In the simulation, epinephrine administration was delayed since the nurse did not know how to use the automatic injection. Over-all the simulation had a significant impact to my learning process. Revise For the next simulation, I am hoping that I have improved my critical thinking skills in nursing to effectively perform whatever role I will have. Moreover, since simulations are actual situations in real life clinical settings that are being played out by the students, I will research on applicable evidenced based nursing intervention and applied it during the simulation. Applying this type of intervention during the simulation will reinforce my knowledge of effective nursing intervention and will enable me to acquire a more meaningful experience that could be applied in actual clinical setting. I will also try my very best to find out what possible equipment will be used in carrying out nursing care for a given clinical
Walker, M. & Stevenson, G. (2016). Learning theory support of simulation to improve nurse's care of critically ill patients. The Journal of Continuing Education in Nursing, 47(1), 27-31. Retrieved from
Despite the age and immensity of the Universe, we have not been visited nor been contacted by extraterrestrial beings because we are a part of a computer simulation. According to the Simulation Hypothesis, theory provided by Nick Bostrom, humans are unaware of being part of this computer generated simulation. The most compelling piece of evidence that supports this hypothesis is the fact to one can consider a sequence of possible situations which an increasing fraction of all people live in simulations becomes more accurate. (Bostrom 1)
During the simulation I needed to make quick decisions on what to do and how to help. I was the float nurse during the simulation so my job was to help any of the other nurse, staff. There were several times during the simulation that a child was crying or screaming so I had to think on my feet to help them. One example was when I was helping patient number 3, she has started to choke so I held her up so that her nurse, Rylie, was able to suction her without problem. After we suctioned her she stopped crying and seemed to be less irritated. When helping with patient 1 I need to explain to her how to use an incentive spirometry. She is only 7 years old so I needed to explain how to use it at an appropriate level. I used to colors to help explain and let her tough it to help her feel comfortable. During the simulation I was jumping from room to room helping the patient and nurses so I need to keep my prioritizes organized and help the nurses as much as I could.
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
For the past several months, I have had the incredible opportunity of being a research intern at Carolinas Simulation Center (CSC). The research and simulation at CSC are cutting-edge and at the forefront of improving patient safety. Coming from an undergrad background in biology and cell-based research, simulation was new to me, and I was unsure of what to expect. However, the onboarding process was very helpful and prepared me well for my role.
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.
This essay is going to focus on the nursing skills that I developed during a period of placement simulations and in the community, placing emphasis on oral care, communication with a non-engaging patient and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using other sources of current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these
(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)
Simulation has been recognized as one of the standard teaching strategies in nursing education and it also enables learning and evaluation of patient care (NLN, 2015). Simulation not only promotes active learning but also
I went to patient A’s room around 9:40 a.m. to reposition the patient, and I expected to perform this task quickly and efficiently in order to comply with the schedule and ultimately deliver 10:00 a.m. medications on time. However, I noticed that her feeding tube was leaking, which was evidenced by her soiled gown and bed linens. The nurse instructed me to wash the patient, perform perineal care, change the bed linens, and administer the medications afterwards, since I was already with the patient. I asked my colleague for assistance regarding the hygiene care and bed making, in
Simulations are problem-based units of learning that are set in motion by a particular task, issue, policy, crisis, or problem. The problems to be addressed by the participant may be either implicit or explicit, depending on the nature of the simulation.
I am proud of the knowledge I’ve gained over these past seven weeks in terms of not only technical skills, but communication and collaboration skills as well! I was fortunate enough to be able to go into this semester having had a wonderful experience this summer through the Geary Co-Op, which helped me gain important technical nursing skills, though this experience did not teach me to be half the team member that I am now thanks to this simulation experience. And while that’s perhaps the biggest takeaway I’ve gained from this course, there certainly are others!
Hospitals are working towards a more team-based training. The last couple years most of my training has been in a simulation lab. I feel it improves communication, teamwork, reinforces skills and new practices. Hands-on simulation experience allows healthcare workers to get messy, make mistakes and sharpen problem-solving skills — with no risk to patients. As nurses, we collaborate with each other on a daily basis but we are trained and tested individually on our skills, theory, and practical situations. As healthcare evolves, stimulation labs should be part of all healthcare works training and testing, that way everyone is better prepared to handle real time events.
Technology is continuously evolving and expanding. In the nursing field, technology has become essential. From taking vitals, inputting electronic medical records, to even using simulation training, nurses rely on the advances in equipment technology to successfully perform everyday tasks. One of the most beneficial technological advances that has been created for the nursing profession is simulation training. Nurses use simulations laboratory trainings while in nursing school and throughout the work field. Simulations laboratories are specialized labs that have controlled computerized patients that are capable of exemplifying different humanistic reactions and responses such as overdose, cardiac arrest, and even respiratory complications (Kapucu, 2017). These specialized trainings allow for nurses to develop new competencies in patient care and demonstrate new evidence based care techniques with computerized patients before performing these competencies on the floor with an actual patient. Nurses are continuously going to encounter simulation trainings in order to aid their professional development with patients. Simulation trining strategies can be used alone or even in affiliation with other different teaching methods to help increase the learning experience (Kapucu, 2017).
Research shows that novice nurses find it difficult to handle patient situation properly in the event that their condition rapidly deteriorate. Barbara Aronson (PhD, RN, and CNE) and her colleague Barbara Glynn (DNP, RN-BC) conducted the research. The title of the article was clearly stated and it focused on the effectiveness of a role- modeling intervention on student nurse simulation competency. The researchers used quasi -experimental studies to conduct a pre-test and post-test study to evaluate whether student been exposed to the role- modeling intervention simulation competency will be able to handle patient conditions better than student not exposed to that intervention. The study was been