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Essays on simulation in nursing education
Essays on simulation in nursing education
High fidelity simulation nursing education
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Carol, great post on Simulation Based Training (SBT) as part of nursing education to with real situation to practice. The high fidelity simulation setting are considered as the innovation technical appliance to enhance confidence level of the students to minimize the embarrassment and harm to the patient in reality at the bedside. I learnt the importance of debriefing session prior to evaluation of the students’ uptake to revise and retain the teaching. 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 …show more content…
8).
Another article on simulation based learning (SBL) by Hsin-Hsin, & Lin, 2016 reveals the influence of examiners’ critical attitude towards students’ performance by their verbal and nonverbal expressions. Thereby the novice educators should be knowledgeable in confounding factors involving students learning (Hsin-Hsin, & Lin, 2016). Moreover in SBL research the results showed the confirmation of effective learning of fundamental nursing skills will definitely take place if the students have more confident in learning those skills with less anxiety in skill assessment and betterment in practice ( Hsin-Hsin, & Lin, 2016).
Reference
Effectiveness of simulation-based learning on student nurses' self-efficacy and performance while learning fundamental nursing skills. Technology & Health Care, 24S369-S375. doi:10.3233/THC-151094
Bachelor of Science in Nursing (BSN) programs strive to prepare student nurses for the National Council Licensure Examination (NCLEX) that tests not only pure knowledge, but the reasoning and application of that knowledge. These programs provide student nurses with the necessary knowledge base and ability to apply knowledge in practice; especially since the introduction of Evidence-Based Practice (EBP) has been integrated into didactics. EBP, along with hours of clinical placement, benefits student nurses by arming them with the clinical judgment skills called for in the workplace. However, if student nurses accrue more focused clinical hours in their areas of specialty, they will be better prepared for the situations they will face in their careers in which simulation labs or nonspecific clinical settings fail to adequately prepare them. With more hours spent in specialty areas, student nurses will be able to establish higher degrees of mental preparedness and hands-on experience as well as understanding of the difficulties and demands of working as a nurse in a specific field as opposed to shifting between various focuses of nursing.
As such, I want students to realize the level of knowledge and competence they have when they are reviewing the patient database. I appraise the enthusiasm of these nursing students as they strive for professional competence. It is my goal to help them synthesize theoretical knowledge and apply it in the clinical setting. My ambition is to empower novice-nursing students to apply textbook skills to real patients. What motivates me to teach, and to teach well, is the desired output, “A competent nurse”. Nursing has opened many doors for me in all three domains: practice, research, and education. As I plan a career in nursing scholarship, I acknowledge that I have much to learn about teaching. Wherever this path leads me, my goal is to write
Losmark, A. (2008) Nursing Student view on Learning Opportunity in Primary Health Care. Nursing Standard Vol 23 No 13 pp 35-43.
Smith, S., & Roehrs, C. (2009). High fidelity simulation: factors correlated with nursing student satisfaction and self confidence. Nursing Education Perspectives, 30(2), p.p. 74-78
23). This tool was beneficial in this project as it is visually appealing and organized. The fishbone allows for a broader topic, such as the student benefit to be broken down to allow for identification of substructures. This specific fishbone indicates the benefits of the change project for students, faculty, nursing program, and the college. Wagner, Bear and Sander (2009) concluded that the use of simulation resources reinforced and “helped students build confidence in newly acquired nursing skills” (pg. 467). The literature noted the increase in confidence in students and a subsequent increase in test scores. This includes the combination of traditional curriculum and simulation (Schiavenato, 2009). The benefits are evidence based on the literature review. The challenge is the development of simulation experience and buy in from the nursing faculty. For further detail, refer to Figure
In this Learning Style essay, I reflect on an experience during my practicum where a conflict with a superior allowed me to see both the positive aspects and hindrances in my learning style. These nuances in my learning style, which I gained more insight of with the LSI and LCS, have allowed me to critically analyze how I will make my learning as a nursing student more effective.
In a research article by Bradley et al. (2013), students were asked to adopt the role of occupational therapy students and perform simulation activities for two consecutive days. However, only two students able to take the occupational therapist role while others observed. The students who undertook the occupational therapist role expressed that the experience provided a fully immersive simulated experience and were challenged to think quickly which reflected real clinical acute care experience (Bradley et al., 2013). Their type of simulation involved human beings as the patients and the teachers took on this role. This study provided more of a personal experience and a debriefing after the simulation to determine the pros and cons of simulation
Patricia Benner’s Novice to Expert Model of Nursing is derived from The Dreyfus Model of Skill Acquisition, which was a model based off of a study of chess players and pilots. Benner’s model emphasizes the concept that there are five levels of proficiency: novice, advanced beginner, competent, proficient, and expert. Each level builds upon the previous one and shapes clinical judgement and proficiency from education and experiences attained throughout a nurse’s education and career (Benner, 1982).
In its ongoing effort to provide new nurses that are able to meet the critical care needs of patients, the School of Nursing at the University of Southern Maine requires all student nurses in their program to pass a simulation lab before graduation. ”Simulation is a tool used to assist in resolving the patient safety issue while enhancing student learning. During the past decade simulation in health professional programs has increased exponentially. Simulation is an educational process that replicates the clinical work environment and requires students to demonstrate an identified skill set” (Nelson&Staggers, 2014, pg. 416). In other words, simulation lab provides a lifelike point-of-care learning experience and practice opportunity for the
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,
In the scholarly report “Simulation in Medical Education” (2009) author Dr. Animesh Jain, MD, DFH reports the use of simulation can be dated back to the 9th century when Madame du Coudray built an “anatomically correct, life-sized mannequin [with a] birthing pelvis”, made of wire, straw and fabric, used to train the midwives of France. Although Coudray’s brilliant teaching tool was years ahead of her time, it was not until the early 20th century that simulation technology would be “modernized” and put to use in healthcare
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
The use of simulations has become a standard practice within the training of emergency medical providers, and for a good reason. EMS is called upon everyday, in all types of situations, to make quick lifesaving decisions. Training with the use of simulation, puts the EMS provider into the same emergent position requiring the split minute decision regarding possible life or death, but with no risk of injury to a “real” patient. Simulation helps students learn the ability to handle stress, make quick decisions, and learn techniques and skills that usually are not able to learn in a classroom. With simulation the student has the ability to make mistakes for teaching purposes, but have no risk of real injury to patients due to incorrect treatment,
Simulation is something that looks, feels, or behaves like something else, usually used for the education or training of people (Merriam-Webster). Simulation has been used as an educational and training tool for hundreds of years by various fields and professions. Recent years have seen an increase in the number of nursing students and a decrease in clinical experience available. The field of nursing has always used some type of simulation in its curriculum and now its use is changing and on the rise. Now we have to ask ourselves: is simulation an acceptable substitute for clinical experience?
Each learner is unique and brings to the learning environment their learning style, knowledge, and experience. According to Gabarson, Oeremann & Shallenbergar (2015), it is critical that a nurse educator identify the needs of the audience during the first encounter. Hence this can be done by solicitation of the learners’ point of view in regards to a subject. Also, asking the learner direct and predetermined questions to gather information about the learning needs and securing a trusting environment to allow learners to state what they believe their actual learning needs are. Jobathy (2016), believes that learning needs can be assessed by benchmarking, reviewing documents and seeking the learners impute. Furthermore, the educator can determine