A New Way of Learning: High Fidelity Simulation in Nursing Education
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.
Although these changes bring about concerns with the traditional nursing community, technological advances have pushed the medical field far beyond the ideas of early traditional medicine. From high resolution CAT scans to computer check in systems nursing continues to change. These advances have incorporated into the way nursing education is taught. The Sim Man allows for students to witness and participate in the possible outcomes of the correct and incorrect ways of treating different diagnoses. This style of training also includes High Fidelity Simulation situations where actors play the roles of Doctors or Anesthetists allowing students the practice with other people in the medical field. This teaching technique is fairly new and controversial.
www.Hellinic-simulations.com
Traditional Training vs. High Fidelity Simulations
Traditional training incorporates one on one contact with live patients. Students not only gain experience in the field of medicine but they learn how to communicate with all differ...
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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.
Clarification of the research question is at the end of the opening section and states that the study was “designed to evaluate the use of a quantitative instrument to measure caring in the nursing simulation environment.” This question is consistent with the problem statement of evaluating the correlation between caring and nursing simulations.
... simulations, which range from computer run screen simulations to physical simulations, are helping the medical trainees acquire high edge experiences from repetitive exercises of complex medical procedures. The skills and understanding derived from this kind of training is hopefully expected to improve the actual medical service delivery once the students graduate.
Today’s healthcare system is consistently evolving with new advances, technologies, and evidence based research. In order to meet the demands of nursing to continue to deliver safe and effective practice, positive patient outcomes, nurses are challenged to stay on top of the industry by continuing education.
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).
The Training Institute will provide a technology‐rich environment that will support inter-professional and transdisciplinary learning programs within and outside Moi University. Our main goal will focus on training future health professionals and scientists to become leaders in delivering high-quality care to underserved communities. Training Institute will house clinical skills, tele ECHO education center, new teaching and a learning space that will facilitate interaction with health care providers, students and support teams stationed in other sites. Training Institute supports AMPATH’S goal in the area of education, innovation, and collaboration.
The experience that I had in simulation was great. I expected it to be very different opposite of what I thought. I was nervous and anxious when simulation day was coming up. The scenarios that were performed taught me a lot of things and prepared me in the future nursing career. What I thought I did well is being clients advocate. In the scenario with Henry he had COPD and was having shortness of breath during the simulation. I stood there by him while my colleagues were preparing medications for him. I have learned that we as nurses cannot leave our client unattended especially when client is having SOB and is in distress. It is very important to put your client’s priorities first.
Teaching is part of being a nurse (Angelo, 2015). Being a nurse does not only end at providing full care to the patients but also includes proper teaching about the patients’ disease and medications. Patient’s education should happen when opportunities come, especially before discharge. By teaching them prior to discharge and providing them hand-outs, pamphlets or websites to find important information about their disease and medication, they will be ready to administer their own medications and be informed about their disease. Good personality is also vital in nursing practice (Angelo, 2015). It is not only what a nurse has learned in school or the skills and knowledge that he or she acquired from clinical instructors that are important, but also the whole make-up of a nurse’s own self. For example, a knowledgeable nurse is fully equipped with the skills in dressing a wound, but will never be an effective nurse if he or she does not know how to behave while performing the skill. The facial expressions and body language showing that a nurse is uncomfortable seeing the wound makes him or her unsuitable for the job. It is important that a nurse must not only limit his or her learning inside the skills lab or hospital (Angelo, 2015). Joining associations, programs, community services, and volunteering opportunities can expand nurses’ knowledge, skills, and abilities. The tone of voice must
Working with new graduate nurses has instilled in me the goal to share my knowledge and expertise with others and to teach others the art of nursing. My short-term goals are to complete the Master’s program by the summer of 2014. My second goal is to secure a job as a nurse educator at a hospital and work with my nurse manager to provide program like in-service to the hospital staff and students. I would like to incorporate my education from State University’s master’s program to assist hospital staff and patients in their learning process, with the use of new technology to facilitate the learning and understanding.
Simulators are solving many problems in the medical field, but there are some problems they just can’t solve. A problem simulators are solving is when surgeons in practice perfect their skills, it is easier to work on a health care simulator because it reduces pressure and builds confidence without harming a live patient (Pros and Cons). Also, the surgeons who have practiced on the simulators have improved in many places of skills, such as working in the operation room. In result, doctors who get the simulation training are more likely to go into the advanced medical field of their study, than the people that get the average training (Pros and Cons).
Nursing students at State University need better clinical experiences and better clinical sites. Clinical sites that have nothing to do or preceptors who don’t want to educate should be cut out and replaced with better sites. Ideally each clinical should allow nursing students to gain experience in critical skills and patient ca...
This essay is going to reflect upon the nursing skills I developed during a period of placement simulations, placing emphasis on oral care, communication with a non-engaging patient and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using a variety of sources from current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these skills as well as identifying areas with scope for learning.
It prepares a novice to be able to perform basic skills throughout their career. Learning is related in the classroom by simulation labs and clinical instructors. Educators consider nursing education to be serious. Their role in preparing nursing students is to convey safe practice for patients. They focus on educating students to learn the knowledge of essential care for different patients. New graduates who learn the sufficient knowledge and skills will be able to understand aspects to protect and design for the nurse and patient. Students are taught to recognize safety threats and will understand the significance of reporting errors for future prevention.
I am now more comfortable playing roles such as the initiator and recorder. Furthermore, I now know the scope of practice of professionals like occupational therapist, physical therapists and social workers. Attending the Help Save Stan simulation also had a positive impact on my learning. In the ‘Simena’ simulation, I saw a resident who was experiencing difficulty in communicating with a patient, due to his belief that the patient was drunk and dependent on pain medication. From this scenario, I was able to identify the need for professionals to listen to patients without making assumptions because patients are the expert of their own symptoms and have all the key data (Warren, 2015). Again, in the ‘Say what’ simulation, I was able to identify how communication affects patient safety. In this scenario, I received a change of shift report with some vital details missing. Since safe clinical handover is a requirement for safe patient care, the use of structured communication tools, such as SBAR (situation, background, assessment and recommendation) will provide a framework for providing key information (Guadine & Lamb,
The SPE is categorized into simulation learning method in which the similarity level of the learning environment into the real clinical condition (fidelity) affects on the learning experience and its result (Jeffries, 2012, Bosse et al., 2010). The realistic of SPE can be reflected from its ability in giving opportunity for the students to interact and perform assessment with the SPs who are the real patients with DM. In addition, SPE offers learning experience from the authentic cases. For example, during interacting with the SP,