The Importance Of Simulation In Nursing

Overall, the simulation lab at Rutgers was a very eye-opening experience for me. It was the first time that I was able to collaborate with other health professionals in a healthcare setting. Not only that, it was my first time doing a simulation in a hospital setting and with realistic factors that I did not encounter while at PCP. At PCP we were counseling in an ideal world where all the patients were compliant and followed through with our counseling. However, in the simulation lab, the patient was quite difficult to talk to and was not knowledgeable in any of his medications. In hindsight, this represented more of what problems healthcare professionals face in the real world. Because of this, I felt my team was not prepared for all these barriers when we

Anything… the word I professed some time ago. I prayed the prayer that I would do anything. The woman who tends to always be in a state of trepidation, prayed that she would do anything for Him. From that one word, many plans surfaced. I had hoped that it was just spontaneous thoughts and that they did not mean anything. Among the list, was the idea of becoming a nurse. It was an outlandish notion. How on earth could I be a nurse? Somehow that random thought has turned into a reality. I am currently striving toward one of my “anythings”. I know that my current situation is definitely not by my own doing and that He has been continually opening doors. It has not been an easy road. Thoughts of doubt, negative

The simulation environment offers a safe place for students to practice critical scenarios and gain confidence in proscribed settings (Decker, Sportsman, Puetz, & Billings, 2008). Simulation helps faculty to facilitate learning which meets one of the NLN’s core competencies. Simulation also enhances communication through emerging leadership and delegation skills, and builds teamwork through goal and priority setting (Dillon, Noble, & Kaplan, 2009). Therefore, according to Lasater (2007) simulation is highly effective as an adjunct teaching strategy in clinical practice.

-The Institute of Medicine recommends simulation as a method of teaching interventions in high risk situations.

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 use of simulation allows students to experience hypothetical clinical scenarios without threat of harm to patients. One of the objectives of running the simulation is to allow to experience and learn from various scenarios that they will likely encounter on the nursing floor and provide an opportunity to apply theory into practice. Prior to this simulation, we were introduced to several literature covering concepts on nursing responsibilities when floating, impaired nursing, diversion of medication, reasonable suspicion, and the AACN standards for establishing and sustaining healthy work environments. Such concepts help the nurse to practice her profession safely and transform into a leader that can initiate and influence change towards the success of an organization.

Simulation based learning develops skills, knowledge, and attitudes in staff that otherwise cannot be experienced. The staff are put in the client’s position and give them a better understanding of daily struggles. Also puts the focus on the client instead of task completion. 14

(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)

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

The research question addressed by the article titled, “The Effect of Unit-Based Simulation on Nurses’ Identification of Deteriorating Patients” by Disher et al., are: 1. What is the effect of using unit-based, high-fidelity simulation as an educational tool on RNs’ knowledge levels in handling acute respiratory deteriorating patients on step-down cardiovascular units in a community hospital? 2. What is the effect of using unit-based, high-fidelity simulation as an educational tool on RNs’ self-confidence levels in handling acute respiratory deteriorating patients on step-down cardiovascular units in a community hospital? (Disher et al., 2014)

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.

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.

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