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Philosophy of nursing
Nursing reflection about nursing simulation
My philosophy of nursing education
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Recommended: Philosophy of nursing
The practice of nursing has many concepts worth exploring to contribute to a better practice in profession and education of future professionals. How new nurses are educated is particularly important because patient wellness, experience, and satisfaction is depended on nursing care. The process of concept analysis and personal philosophy reflection can assist the educator in finding innovative and meaningful ways to educate the next generation of nurses. The purpose of this paper is to review the concept of high-fidelity simulation education and apply this method to personal education philosophy with the intent of understanding how evidence-based practice can influence education.
Concept Analysis: Simulation Education
Concept analysis
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Simulation is a means to achieve these core competencies for student nurses by creating a safe, realistic environment in which students can learn and explore without doing harm to their patients (Hensen & Davis, 2015). High-fidelity simulation helps to bridge the theoretical gap of knowledge to clinical practice, especially when there are limited clinical sites and experiences available (Hensen & Davis, 2015). Cohen and Boni (2016) voiced concerns with the student nurses learning nursing skills and care using stimulation without addressing the human aspects of individualized …show more content…
The aim of a simulation debriefing concept analysis would to develop a research foundation for nursing educators and researchers to draw upon when investigating the effectiveness of teaching techniques. Several uses of the concept can be considered. The military uses debriefing technique to obtain information from troops after an operation (Sabei & Lasater, 2016). Debriefing healthcare staff after critical incidences or natural disasters (Sabei & Lasater,
Across the nation many nursing programs are facing clinical site shortages for their students. The hardest hit population is the license vocational nursing (LVN) students. Many hospitals are trending toward achieving “Magnet Status” for their institutions. Therefore, LVN students are no longer allowed to complete their clinical training in several hospitals. This action forces many nursing programs to seek alternative methods of clinical instruction. In years past simulation training was used as an aid to facilitate learning. Today, for many nursing programs scenario based simulation is the only option for learning patient care.
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.
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).
Vincent nurses, provides a framework for professional nursing practice guided this research. As the business of healthcare is about taking care of people, the model starts with the patient, and their family, as the central focus. Surrounding the patient, are the concepts of mind, body and spirit, which cause us to think holistically regarding the care provided. Finally, the core values/ faith based practices, guide us in managing our patients in a way that is consist with our culture/ values, supportive of our professional growth, encourages the use of best practices, that result in better outcomes, and makes us productive in a way the encourages giving back outside the hospital as well (Stone, 2011).
This essay is going to focus on the nursing skills that I developed during a period of placement simulations and in the community, 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 other sources of 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.
...l frameworks to simulation nursing education. International Journal of Nursing Education Scholarship, 4(1), 1-14. Retrieved from http://web.ebscohost.com.lib.kaplan.edu/ehost/pdfviewer/pdfviewer?vid=15&sid=e3dda041-daf0-4885-8661-cc2063933b4a%40sessionmgr4001&hid=4112
Concept analysis includes defining a concept while determining related causes and outcomes. There are several different methods of completing a concept analysis; however, the Walker and Avant’s method is often utilized. This is an eight-step method that entails selecting the concept, determining a purpose, identifying antecedents and consequences, and defining empirical referents (Kalisch, Landstrom, & Hinshaw, 2009). The information obtained provides a more embedded understanding of the concept and its significance.
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,
Simulated based education is a method that can be used within the field of nursing to accomplish this goal. Forms of Simulated Nursing Education Simulated based education is training and an educational method that can use many different types of simulators. Dr. Broussard said, “A wide range of simulators are available to nurse educators. Models range from equipment that is used to teach a simple, single skill such as intravenous access to very advanced, realistic equipment that can be used to simulate reality-based scenarios in a clinical setting such as an intensive care unit.” (Broussard, L. 2009)
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.
A Review of the Fundamental Patterns of Knowing in Nursing Nursing takes on a different form of learning that reflects several different aspects and abilities that encompass a wide range of skills and forms the ways of knowing in nursing. The article, “The Fundamental Patterns of Knowing in Nursing,” incorporates multiple theories associated with the learning patterns in nursing. It is a review of literature that helps identify and understand the knowledge practiced by nurses and to better understand the nursing profession. The purpose of the paper was to evaluate the expectations of learning within the nursing realm based on the four areas of nursing that include, empirics, esthetics, personal knowledge and ethics. Empirics: The first step in learning is to understand the objective data.
To improve my understanding of maintaining my capability for practice as a RN, I set a goal to learn in depth from my classes, related units, and through interacting with my friends and tutors. There were many setbacks on the way, but as I became more acquainted with the matter I began understanding better. In this reflection I’ll use Gibbs reflective cycle (Gibbs, 1988) to address my experiences as a student nurse in fulfilling the maintenance and capability for practice. Description Through tutorials, lectures and simulation classes every semester, our practice is enhanced and maintained so that the skills and knowledge we learnt is always nurtured while new ones are gained.
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.
Nursing theory is the foundation of the nursing practice, has been researched, measured for positive outcomes, and directed nursing care since the beginning. Nurses to improve their practice of providing positive patient care if guidelines are followed can use nursing theories. The purpose of theory is to have a model to follow to deliver safe and effective care, and to achieve positive patient outcomes. The purpose of this paper is to define theory and the purpose of theory, explain the four patterns of the nursing metaparadigm and explain the importance of theory in the nursing practice.
I remember there was a time on my first few weak of orientation I felt like I didn’t belong the healthcare field. I was about to quit the nursing profession, but one of the experienced nurses who was working with me told me that you couldn't run away from yourself just hang in there you will figure it out you are not the alone. I could say there was a significant gap between theory and practice. In real life practice, I learned so many things through everyday training and experiences from working difference patients with the different case. In school, we learned the importance of evidence-based practice but to incorporate that knowledge in real life practice is a different problem. In nursing practices, we come across patients with various health issues that require a solution right then. From this vantage point, the student begins to learn the value of looking at what is perceived as pure clinical problems in a more significant context. (Ferrara, 2010). Not only has this brought the theory we have learned in school and what a nurse has experienced in clinical setting closing this