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 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 wanted end result. 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 is 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) Fidelity is a term often used when describing the types of simulated models. It is defined by Drs. Tuoriniemi and Schott-Baer as, “Fidelity, a term commonly used to describe simulation products, refers to the precision of reproduction of real life” (2008 p. 105-109). There are three main types...
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... 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.
It has been over one year since I have started the accelerated nursing program at Southern Illinois University Edwardsville. When I first started the program in fall 2014, I have no idea what nursing was like. Although I had my bachelor from another institution, everything I learned was very different compared to the information I have learned in School of Nursing. Nursing school has slowly transformed me into a graduate professional nurse based on the professional development that I have completed along the way.
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).
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.
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...
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,
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.
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.
The student’s plans for the project include principles of online education that enhance student learning (Conrad, & Donaldson, 2011). These include course web page design maneuverability and ease in accessing information and resources, curriculum design that promotes student learning communities and engagement, use of technology to enhance learning, and outcome measures reflective of achievement of skills, concepts, and content in nursing education (Vai, & Sosulski, 2011). This evidence-based project addresses the lack of, and the need and desire for the student’s current educational institution to provide an accredited online RN to BSN curriculum to meet the community of learners that wish to progress to professional nursing practice by obtaining a BSN degree via an online format, and society in general.
Walker and Avant was used by Bland et al. , (2011) as a guide to analyze simulation as a learning tool for undergraduate nursing education. This concept is not final and will need further completion of research to help cultivate a more in-depth definition that is conceptually and operationally defined. Defining attributes and concept definitions will most likely change with advanced research and further concept analysis. Research will provide the ability for further antecedent and consequence development.
However, most of the research done only focused on nursing students where else a research on medical imaging students are not concentrated and have not been touched on their research. Using the same principle as other researchers as they do research on the application of theory on clinical practices towards nursing students, therefore this thesis is to apply the same concept of research on medical imaging students in MAHSA University. According to “Evaluating the clinical teaching of medical imaging students at Curtin University of Technology”, Australia journal which was conducted in 2011, it was asked how clinical and laboratory sessions placement can be improved, respondents suggested that the number of laboratory sessions and time spent in theory classes should be added to gain more knowledge and understanding towards it and the structure laboratory sessions can be improved (Almohiy, Davidson R,
With the introduction of the age of computers, the nursing profession has seen a transition from the manual to automated methods of record keeping and even patient management. With the introduction of new technology even in monitor systems within the hospitals, nurses are compelled to increase their scope of learning in order to cope with the changes. Intensive care unit equipment are highly sophisticated which only increases the pressure on the nurse as a learner (Urquhart, Currell, Grant & Hardiker). This explicitly shows that nursing is a