Nursing Simulation
Name:
School Affiliation:
Nursing Simulation
Preconceptions – How does your preconception of the simulation lab compare to what you actually experienced?
The simulation lab helped demystify and clarify various concepts. Prior to attending the lab, I opined that simulation resembled pretending or acting amongst nurses. Before watching the video by Brooker (2017), I did not expect the lab to have equipment found in an actual clinical setting. The experience revealed that the simulation process must be as real as possible for a student to learn. Even more, I realized that simulation was not designed for people with the lowest capacity to grasp concepts. I had preconceived that the skill would be appropriate for new students in the field. Considering the outcome of the exercises, it is certain that simulation is applicable in all levels of nursing (Howard, 2018). Still, I changed by perception that only specific scenarios of patient care can be simulated. The process disclosed that the instructors can replicate anything and hence help students to acquire a range of skills such as critical thinking and decision-making skills.
Use of Resources – How do you plan on using the resources available to you within the lab throughout the rest of your nursing education? What could make it more useful to you as a student?
The resources available in the simulation lab will be helpful in achieving goals of the nursing education. The insights offered by Brooker (2017) show that the experience helps in bridging the gap between what I have acquired in the classroom and the clinical setting. The high-fidelity simulation is particularly more helpful than others because it provides an opportunity to comprehend how to deliver quality and safe care to a patient (Howard, 2018). The manikin and simulated patients have the capacity to demonstrate real issues of a patient. Learning how to use such a resource equips prepares me for the real-life practice.
As a new graduate, the skills acquired in the lab are sufficient to offer proper orientation in the clinical setting. Errors are unlikely to occur if I can access a lab with the necessary equipment and instructions. In fact, it gives me the confidence to engage in procedures that are deemed risky and set aside for a highly-skilled practitioner. Also, the resources are useful in developing communication skills with other team members. A model of communication is essential in a setting where adverse outcomes are possible due to the use of wrong terminology and failure to state expectations with clarity. Patient care scenarios are vital in learning how to practice and refine proper communication.
The simulation lab can be more useful if it incorporates teamwork. Nurses are expected to work with physicians and other workers to create the best possible outcome for a patient. Including the concept is ideal in preparing a nursing student for real-life situations. Even more, the resources should be designed to cater to nursing students with disability. They should be able to follow the instructions and acquire the relevant skills, just like other students.
Concerns – What are your biggest concerns about simulation?
One of my biggest concerns about simulation is that the training may lack standardization. Howard (2018) opines that finding the right professionals and maintaining the same procedures is necessary. The learners are likely to follow the same processes that they have observed in the laboratory in real-life. It means that mistakes may be repeated, which leads to poor patient outcomes. Further, it is concerning that technologies may not have the capabilities to simulate clinical experiences. For instance, the sounds made by the patient in critical condition may not reflect real-life situations. A nursing educator will have problems related the simulated experience with actual scenarios. I am also concerned about connectivity failures because educators may not attain the goal of the simulation experience.
Addressing Concerns – What could be done to be proactive and address any concerns?
The concerns in simulation must be addressed to attain the ideal outcomes in the laboratory. The first one is that the procedures and processes must be developed cautiously to ensure that standardized practices prevail in simulation (Kim, Park, & Shin, 2016). The professionals must be experienced and trained in the field. It is also important to develop and communicate goals with the nursing students. Doing so will help maintain a sense of focus despite the challenges associated with technology failure or connectivity. The choice of manikins must also be based on the elements of fidelism and realism; the manikins must be high quality to eliminate errors and inefficiencies (Howard, 2018). The trainers must also be prepared to use critical thinking skills in case of technology failure. It necessitates that they identify some of the possible challenges and prepare accordingly. Relying on the standards by the international nursing association for clinical simulation and learning is also necessary.
References
Brooker, A. (2017). Intro to nursing simulation. Retrieved from https://www.youtube.com/watch?v=KJNVnYRmEw0
Howard, S. (2018). Increasing fidelity and realism in simulation. Retrieved from https://www.wolterskluwer.com/en/expert-insights/increasing-fidelity-and-realism-in-simulation
Kim, J., Park, J. H. & Shin, S. (2016). Effectiveness of simulation-based education depending on fidelity: A meta-analysis. BMC Medication Education, 16(1), 152.