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Simulation as a teaching strategy in nursing
Simulation as a teaching strategy in nursing
High fidelity simulation in nursing curriculum
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RC 563 Introduction to Research RUSH UNIVERSITY – Respiratory Care The difference between using High fidelity simulation and low fidelity simulation with airway management Airway management is essential in the respiratory care practice. The knowledge and skill needed in this matter include bag and mask ventilation (BMV), laryngeal mask airway (LMA), and endotracheal tube insertion (ET). The process of providing the respiratory practitioner with the confidences of performing this task are widely differed due to the way this necessary skill and knowledge produced to the end-users. In this study, we will measure the different between two groups of participants on the skill and knowledge using BMV, LMA, and ET based on their confidence …show more content…
They used a high human like simulator, which can provides the signs and symptoms of the shock. It can show the cardiac shock or the septic shock according to the scenarios they entered in the system earlier. The medical students during the study will be introduced to the shock signs and symptoms through the high fidelity simulator. The simulator will show the natural response to the student action to treat what they diagnose. If they select the wrong action of treatment the simulator signs and symptoms will be deteriorates accordingly. The high fidelity simulator gives back the reflection to the intervention immediately after the students apply …show more content…
To create a more life-like reality, it is necessary to consolidate into the simulation conditions as many characteristics found in the real life environment as feasible. One of these pieces is the transfer of diagnostic data In this descriptive study a highly cost-effective information center which gives the real-time performance of lab values, electrocardiograms, and radiologic studies in a way that is utmost alike to which exists in every Emergency Departments. This information center provides for a further practical copied patient conflict. It helps members smooth experiences included in radiographic analysis utilizing an interface located in the hospital. It also promotes continuous course of events by streamlining the performance of laboratory and electrocardiographic information. Employing this information service has enabled us to improve the effectiveness of our synopses, enhance member fulfillment, and give some extra work at interpreting information as it would be seen in the hospital.9 To assess if high-fidelity medical simulation can be used as an evaluation means for pediatric residents' ability to control an acute airway, a prospective observational study performed with a sample of 16 pediatric residents. The information clarifies many fields of interest with resident experiences in maintaining an airway. This outline implies that high-fidelity medical
Additionally, the clinical staff has shown very low level of confidence in the RR documentation on observation chart. Lack of time, laziness, lack of training and knowledge and unawareness of the importance of the respiratory assessment are main reasons to neglect this important aspect of nursing as stated in this study (Philip, Richardson, & Cohen,
MADGE, S and ESMOND, G (2001) Respiratory Nursing. Edinburgh: Harcourt Publishers Limited. London: Taylor & Francis.
Goodfellow, L. T. (2011). 2015 and Beyond: Usable and Unbiased Data. Respiratory Care, 56(12), 1977-1978. doi: 10.4187/respcare.01619
There are several reasons why I can say I would like to become a respiratory therapist, the respect that respiratory practitioner receive, the importance and the involvement that respiratory care has in patient care, for one day I will be working with all kinds of patients, from peds to the elderly, from subacute patients to the critically ill. I also enjoy seeing a patient who was under my care in the intensive care unit (ICU), now being discharged and knowing that I played a part in the patient’s ability to go home. The knowledge and the way a respiratory care practitioner can critically think in stressful times. I'm a kind of person that get involved, take the initiative and set the pace to accomplish what needs to be done.The final reason I can think of right now is that I'd like to be a part of the healthcare team providing care to patients. RT’s work with nurses, physicians, and other healthcare staff to decide what is best for the patient. Respiratory therapy seems to be a pretty good profession for me. I’m a hard
Through this essential, I have been able to integrate biophysical, psychosocial, analytical, and organizational sciences into my area of practice as an educator. I learned to improve my advocacy and mentoring skills providing my students a non-judgmental learning environment. The clinical rotations often bring forth ethical dilemmas and through debriefing the students and this writer are able to advocate for the patient. Organizational and Systems Leadership for Quality Improvement and System Thinking are critical for improving quality patient outcome. The DNP program prepares the graduate to evaluate practice approaches based on scientific research findings. Because, I education student nurses; I have the responsibility to keep up with new best practices in healthcare, and transfer this knowledge to the students. Clinical Scholarship and Analytical methods for Evidence-based Practice, I have been able to develop a PIOCT question and review the literature of the value of simulation labs. However, my question may have to be reframed for there were few studies that demonstrate to the percentage of time spent in simulation versus transitional clinical rotation. Information system/technology and Patient Care Technology and patient Care Technology for the Improvement and Transformation of
On the 1st of November 2013, I performed my first simulation on the module, Foundation Skills for Nursing. This simulation was on checking for vital signs in patients particularly, measuring the blood pressure (BP) which is the force of blood vessels against the walls of the vessels (Marieb and Hoehn, 2010). We also measured the temperature, pulse and respiratory (TPR) rates of a patient. This simulation’s objective was to engage us in practising some basic observation techniques taken on patients in and out of hospitals and to familiarise us on some of the tasks we will be performing when in practise. I will be applying the “What”, “So what”, and “Now what” model of reflection in nursing by Driscoll (2000).
Which brings about the question as to just how effective is simulation training? According to Kneebone, Nestel, Vincent, & Darzer (2007), “To be effective, however, such simulation must be realistic, patient-focused, structured, and grounded in an authentic clinical context. The author finds the challenge comes not only from technical difficulty but, also from the need for interpersonal skills and professionalism within clinical encounters” (p. 808). Most mannequins do not have vocal ability or the ability to move, and therefore cannot provide the proper a spontaneous environment for learning. Therefore, acquiring critical thinking skills can be somewhat challenging, in this type of simulated setting.
You have given an example of blood transfusion and its reaction in simulation center which offers the scenario exactly what happens in the simulation lab exactly. It provides room for critical thinking, to anticipate such emergency situation through repetition by integrating learning styles and domains of learning. The article of Inter-professional in-situ simulated team and resuscitation training for
The ER physician gets EKG, blood tests and chest X-ray done and makes a determination of a heart attack. The cardiologist is immediately called who takes the patient to the catheterization lab. The cardiac catheterization and the coronary angiogram is completed and a diagnosis of multivessel coronary artery stenosis is made. Patient needs cardiac surgery in the next few hours to revascularise the heart. There is no cardiac surgery facility in the hospital and the patient needs to be transferred to the regional tertiary center which is about an hour away for cardiac surgery services. The cardiologist calls the cardiac surgeon at the tertiary hospital to get the patient transferred for surgery. The transfer is made expediously and within an hour and a half patient is in the cardiac ICU at the referral hospital for surgery. The coronary angiogram testing is written on a CD and sent along with the patient. However, when the surgeon tries to play the coronary angiogram, it does not play in the computer. It is in a format that is not compatible with computers at the referral hospital. It is about midnight now and there are no IT experts immediately available to help this surgeon review the coronary angiogram. What does the surgeon do……..
In the 1940’s, respiratory therapists were called oxygen technicians. The only thing they did was set up oxygen tanks, masks, and nasal catheters. In the 1950s, respiratory therapists were known as inhalation therapists because they were able to deliver aerosol meds. In the 1960s, therapists were responsible for ventilator setup, ABGs, and PFTs. The term “respiratory therapist” became designated in 1974. Another part of respiratory therapy that has advanced is oxygen therapy. It was produced in large scale in 1907 where it was used for nasal catheters, oxygen tents, and oxygen mask. In the 1940’s, it was widely prescribed in hospitals. In the 1960’s, the modern versions of the nasal cannula, oxygen mask, partial rebreathing and nonrebreathing mask were available. In the 2000’s, home therapy oxygen and concentrators were developed. The first aerosolized medications were given in 1910. In the 1940’s, bronchodilators were introduced to help with asthma. Since then, newer delivery devices such as dry powder inhalers have been introduced. The first negative pressure tank ventilator was developed in
On the other hand, I learned new concepts and terms. Simulation repeats some essential aspects of patient situation so that the situation may be understood and managed when it occurs in real clinical practice. Students in the school of nursing use the simulation learning center to learn and get experience in the field. The simulation is an educational process that requires the learner to demonstrate procedural techniques, decision making, and critical thinking. I learned that a simulation experience allows students to critically analyze their own actions and reflect on their own skill set. As a nursing student, I learned you have to complete clinical hours and practice in the simulation learning center. To become a certified nurse there are many training courses, exams to pass, and in the field experience to complete. Health professionals such as a nurse,
Simulation is a technique, not a technology, to replace or amplify real experiences with guided experiences, often immersive in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion” (Gaba, 2009). In my opinion, the use of simulation is beneficial because it can act as a bridge for nursing students who have might problem integrating and applying knowledge to clinical practice. Also, I think the use of simulation may be helpful for improving the lack of confidence in students during the clinical practice. For instance, there are some clinical objectives that must be met during clinical practices. The confidence and competence of a nursing student that does not meet these objectives might drop, and
With technology moving so quickly within the medical and nursing fields, it is vital to embrace new and innovative ways to learn how to care for a patient. A nurse or nursing student is faced with the ever growing challenge of keeping up with new technologies. A fairly new way to gain education and build upon skills is with the use of simulated based learning. With the use of a simulated nursing environment, a student will be able to increase their level of understanding of new skills and technologies; this great resource has three major forms of real-life reproduction, can be used in many different areas of nursing, provides a means to evaluate a student’s understanding and demonstration of a skill, and eliminates the potential for harming a patient. With all education, the ultimate goal of mastering a specific trade or skill is the desired end result.
Knowledge of the recording systems like the electronic monitor that is used and their result (arterial blood gases, ECG, chest drainage tube, hemodynamic data) All these informations are
Have you ever thought of the actual difference between Respiratory Therapy and Pulmonology? Well, if not, now you will. Many people are very unsure of what the actual difference is between a Respiratory Therapist and a Pulmonologist. Most know that they both deal with the same system in the body. The respiratory system is the main system that both occupations deal with. It is important to know the differences especially if you are wanting to look for the correct physician. It is very important to know and be able to tell Respiratory Therapy and Pulmonology apart because they do different things for their patients but when looking to become one or the other should always look at both sides and see the good and the bad of both of them. Although