Using Simulators For Advance Clinical Research

In the article “What Do Nurses Really Do?”, Suzanne Gordon explores what nurses truly do. She concludes that nurses “save lives, prevent complications, prevent suffering, and save money” (Gordon 2006). Nurses provide care for their patients in the physical and emotional sense. Emotionally caring for a patient and being sensitive to his or her needs result from interacting with patients while performing the skills and using the knowledge that nurses learned in school. Nurses grow in their skills, knowledge, and attitudes through practice. Quality and safety education for nursing incorporates competencies that all nurses must use in their practice. These nursing competencies include evidence-based nursing practice, quality improvement, safety, teamwork and collaboration, patient-centered care, and informatics.

The purpose of this paper is to discuss how safety in the nursing profession affects the nursing education, nursing practice, and nursing research. Safety in the nursing profession means to minimize the risk of harm to patients and providers through both system effectiveness and individual performances (QSEN, 2014). Patient safety is a very important aspect in the profession of nursing. It is the nurse’s job to keep up to date with their patients and to make sure that protocol is being followed at all times. To maintain this strategy, the nurse must show proper knowledge of a nurse, skills of a nurse, and also a professional attitude.

Patient safety and quality of care are vital outcomes in the healthcare system. As professionals dealing with human lives, we consider these topics as core to our practice. In 2005, the Quality and Safety Education (QSEN) project was created in response to the challenges recognized in preparing nurses with the knowledge, skills, and attitude (KSAs) essential in providing safe and high-quality care to every patient (QSEN, 2012). This QSEN collaboration was the product of the strategies developed by the Institute of Medicine (IOM) report Crossing the Quality Chasm in 2001 and Health Professions Education: A Bridge to Quality in 2003 (Armstrong, G. & Barton, J., 2014). There were six competencies identified in the QSEN curriculum that includes patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, informatics, and safety. In this paper, the QSEN competency, evidence-based practice will be discussed in relation to achieving quality and safety to the nursing process.

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

The role and responsibility of the nurse can be overwhelmingly complicated. Professional nursing is a fundamental component of health care, as patients and families view nurses as the foremost caring and trusted member of the multidisciplinary team (Van Wagoner, 2016). Unprofessional practice creates a threat to patient safety and can impact of patients feeling unsafe physiologically, psychologically and culturally ("Disruptive and unprofessional behavior", 2014).

The use of patient simulator manikins helps with challenging experiences and supports all healthcare professionals in evolving and working with teams and decision-making skills to increase the quality of care to our patients. Slide 17 Nursing educators are able to evaluate the performances and level of care that is being utilized by the student nurses. This helps to improve the student emotionally and physically when it comes to becoming a professional nurse.

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.

Your comment is insigfull on to “guide the students to develop clinical reasoning”. Considering, the clinical teaching that implies to establish interaction for the students to provide positive response on a real situation. The teaching strategies that have been considerate one of the essential elements in these years for the students to demonstrate the domain of critical thinking and control the focus of confident and safety care in a real situation of live is the simulation.

Simulation is an great teaching system for skills especially for critical care nursing. Learning is mostly achieved when the environment is participative and engaging. Simulation in nursing school requires learners to think though data and information and come to a conclusion or predict an outcome. Most importantly it gives learners immediate feedback. Caring and monitoring of a critically ill patient requires student nurses to collect, analyze, and react to data and information. The case studies are developed for nursing students to use classroom knowledge, incorporate assessment skills, and create and implement a plan and simulation is designed to practice these skills. Students are then given a chance to asses, plan, implement and evaluate

In 2011, the International Nursing Association for Clinical Simulation and Learning (INACSL) published nine standards for the development and practice of clinical simulation as a teaching strategy. These standards are well received by health care and academic institutions and have been adopted by many when implementing simulation-based learning. In 2013, Clinical Simulation in Nursing issued a supplement that included the first revision to the seven standards of simulation and the addition of supporting guidelines for each standard. In June 2015, the eight standard was published and it was centered on sim-IPE. Decker et al. (2015) state that “sim-IPE occurs when participants and facilitators from two or more professions are engaged in a

Powell-Laney clearly identified the purpose of the study along with identifying the reason for the study. According to Powell-Laney (2010) there is a lack of evidence to support the use of simulation technology to teach clinical decision-making in nursing students thus Powell-Laney designed a study to ascertain whether the use of simulation technology in nursing education can increase the clinical decision making ability of nursing students (p. 6). Furthermore, Powell-Laney (2010) states that simulation technology is expensive and labor intensive thus adding to the need for current research to be done on the effectiveness of simulation technology in nursing education.

3. Simulation studies aid in providing understanding about how a system really operates rather than indicating an individual's predictions about how a system will operate

Demonstrate Competency in Knowledge of Nursing and Clinical Skills Necessary to Provide Safe, Competent Nursing Care

The internal contextual forces/factors impacting designing this new curriculum which is a lab class called “high fidelity simulation” at Greene University may be the University’s mission, vision, philosophy and goals; culture and climate; history; financial resources; programs and policies; and infrastructure. The external contextual factors that may impact this curriculum may be health and healthcare; professional standards and trends; demographics; culture; technology and informatics; environment; and social, political, and economic (Iwasiw & Goldenberg, 2015, p. 184).

Simulation environments. Confidence should be instilled in the operator by the use of simulator training especially to situations that are rarely encountered in routine operation.