Effective health care is a collaboration of having excellent communication skills as well as having consistent medical training and knowledge growth. Mock code simulations are a great way to provide practice in both areas. Simulations involve five phases. The five phases consist of “assessment and patient evaluation, inter-professional management rounds, treatment delivery, report progress and debriefing of the simulation” (Sergakis et al., 2016). Debriefing with all participants after a simulation “promotes enhanced teamwork, confidence, and communication” (Sergakis et al., 2016), as well as a way to improve actions of nursing skills. It is key when debriefing to go over if the simulation was helpful, discussing views on the simulation as …show more content…
Lewin’s Change Theory contains three phases which are unfreezing, movement, and refreezing. The first phase unfreezing consist of “gathering data, diagnosing the problem, deciding if change is needed, then making others aware of the need for change” (Marquis & Huston, 2017). The second phase is movement. In this phase the “plan is developed, goals are set, strategies are developed and the change is implemented” (Marquis & Huston, 2017). The last phase of refreezing is “supporting others so that the change continues” (Marquis & Huston, 2017). Lewin’s Change Theory will provide a way to help implement my change project and improve health care during emergency …show more content…
According to these statistics I strongly believe that hospitals should hold mock code simulations. Mock code simulations in general is a training environment that helps participants critically think and practice safety competencies related to the importance of implementing mock simulations because it allows for nurses to prepare and continue to work on knowledge, skills and attitudes that help to improve the overall quality and safety of the care being provided to patients. Holding mock simulations can strengthen areas in patient centered care, teamwork, and collaboration, evidence based practice, quality improvement and as well safety. All areas which help to provide proficient care. Therefore if nursing staff attends mock simulations there can be an increase in percentage of the amount of lives saved in medical
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.
Lewin’s theory of change involves three stages: unfreezing, moving and refreezing. Unfreezing involves preparing people for the change, moving involves acceptance of the need for change and then engaging in the implementation of the change and refreezing involves integrating the change and making it a part of the culture. (Grossman & Valgia, 2013, p. 142) John Kotter took the framework developed by Lewin and went one step farther, well really eight steps. He took those three stages and devised eight steps to complete the change process.
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).
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.
Wayne, D., & Lotz, K. (2013). The simulated clinical environment as a platform for refining critical thinking in nursing students: a pilot program. Nursing Education Perspectives, 34 (3), 163-166.
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.
A theoretical framework provides guidance as a project evolves. The end results will determine whether the knowledge learned from implementing a project should create a change in practice (Sinclair, 2007). In this project is relied on the Kurt Lewin’s Change Theory. Burnes (2004) states that despite the fact that Lewin built up this three-step model more than 60 years prior, it keeps on being a commonly referred framework to support effective change projects. The three steps are unfreezing, moving and refreezing. Lewin decided in Step 1, unfreezing, that human conduct is held in balance by driving and limiting powers. He trusted this equilibrium should be disrupted with the end goal for change to happen (Burnes, 2004). Step 2 or moving, includes learning. Learning incorporates knowledge of what the conceivable alternatives are and proceeding onward from past practices to new practices which will...
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?
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.
One of the change models of Organizational Development was created by Kurt Lewin. It includes three phases: unfreeze, move or change, and refreeze (Lewin, 1951, 1958). Lewin’s model recognizes the impormance of changing the people in organization and the role of top management involvement to overcome the resistance of change.
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
One of the most important differentiations between traditional labs and lab simulation is trial and error. Traditional laboratories are not lenient on mistakes, especially in the medical field, where one mistake might endanger the wellbeing of a patient. Despite conventional labs being more “hands-on” in allowing students to physically interact with their patients, both students and patients are placed at a higher risk for mistakes. While traditional labs are more perilous, students in lab simulations are “allowed to fail a procedure and make mistakes, and they can try a procedure repeatedly until they master it” (Akaike, 2012). Simulations expose students to different scenarios and allow them to practice as they explore through the procedures
Change usually comes with resistance in any workplace because change disrupts the employees’ sense of safety and control (Lewis, 2012). Kurt Lewin (1951) created a three step process for assisting employees with organizational Change (Lewis, 2012). The three stages are Unfreeze, Change and Refreeze. These are the steps to a smooth transition for change within organizations. Further, these steps are not possible without good communication from upper Management through line staff. Communication was consistently listed as an issue in surveys conducted by the department.
However, Lewin’s central model centres on unfreezing, effecting change and then refreezing, starting from the status quo, then moving things and then continuing with the new status quo (Green, 2007). Kotter’s change model focuses on establishing urgency, guiding coalition, developing strategy, communication, empowerment, short-term wins, consolidation of gains to produce and anchor new changes (Sabri et al, 2007). Kotter does not engage with the complexity of organisational systems and potential clashing, he sees change being systematic, architectural, political and doesn’t engage strongly with the less deterministic metaphors in the latter steps (Smith et al, 2015). However, Kotter does highlight the importance of communicating the vision and keeping the communication high throughout the process although this starts with a burst of energy and in later stages its followed by delegation and distance (Cameron and green, 2009). Lewin’s change model focuses on people with the collaboration, contribution creating a force field approach to change including the power holders socially, culturally and behaviourally to drive change (Smith et al, 2015). However, Lewin’s approach ignores the metaphor of groups of people only willing to change if there is a need to do so, the model is more of a planning tool rather than an organisational development process (Cameron and green,
One of the first scholars to describe the process of organizational change was Lewin (1974). He described change as a three-stage process that consists of unfreezing, moving and freezing stage. During the unfreezing stage the organizations become motivated to change by some event or objective. The moving stage is like implementation when the organization actually makes the necessary change. Furthermore the freezing stage is reached when the change becomes permanent. Organizational change has also...