The Role Of Simulation For Nursing Education Essay

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.

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.

This course focuses on transition from technical nursing to professional nursing. The course addresses the scope and standards of nursing practice, ethical and legal components of practice, information management and application of patient technology, and inter- and intra-professional communication and collaboration for improving patient health outcomes.

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.

-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

For graduate nurses, does the use of high-fidelity simulators compared to low-fidelity simulators lead to better non-technical skills during emergency situation/code blue within ten weeks?

Due to innovations in technological tools and information management systems while collaborating and coordinating care with other health professionals, nurses have been called upon by the IOM committee to acquire higher levels of education to help them meet the needs of the population. The educational systems to prepare nurses for the work force today, needs to be geared towards community settings like primary care, public health, and long-term care. Nursing curricula in schools, need to be reviewed, updated, and adaptive enough in science, technology, research, and rich fundamental concepts that will enhance decision making skills, involving dynamic clinical situations in all settings to meet the ever changing needs in health care according to the IOM committee.

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

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.

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.

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