More handpicked essays just for you.
Essays on simulation in nursing education
Essays on simulation in nursing education
High fidelity simulation nursing education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
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
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 ready 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, benefit 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 for 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 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,
Losmark, A. (2008) Nursing Student view on Learning Opportunity in Primary Health Care. Nursing Standard Vol 23 No 13 pp 35-43.
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)
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.
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.
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
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?
Clinical confidence, and independence are two components of nursing practice such that cannot be perfected through classroom education, self-study or by reading the evidence based literature. Throughout my nursing education, I have struggled with as many of clinical instructors have put it “being too hard on myself”. Morrell & Ridgway (2014) highlight how students’ perception of a lack of knowledge often contributes to ongoing anxiety. My tendency of being highly critical of my abilities, and having a consistent sense of anxiety associated with practicing independently has been an ongoing challenge for me. Reflecting upon how I have coped with the challenges of developing, and maintaining clinical confidence is
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
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 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,