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Nursing simulation reflection paper
Nursing simulation reflection paper
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It has been argued that the shift towards patient-conscious medical aid is necessary and that simulation in its widest sense can be used to support this process. However, sensitivity to what we are simulating is essential, especially when simulations purport to address patient perspectives. The essay first reviews the history of medical education "centeredness," then outlines ways in which real and simulated patients are currently involved in medical education. Patient-focused simulation is described as a means of offering patients' perspectives during the acquisition of clinical procedural and surgical skills. The authors draw on their experiences of developing Patient-focused simulation and preliminary work to "authenticate" simulations from patient perspectives.
Student work in small groups of four for the psychomotor skill component and feedback was provided to students by student nurse educators on the spot while performing the procedure. Finally, a five questions gaming was provided to measure student’s cognitive retention of the material discussed and the skill gain. The students worked in collaboratively in groups of four to complete the post-quiz and were given feedback on their strengths and weaknesses. The students score higher than 90% on the post-quiz and verbalize collaborative academia learning milieu was permeated with rich intellectual opportunities needed to demonstrate clinical skills and competencies successfully and to further advance their wisdom on catheter insertion and removal. Hence, as a student nurse educator, I feel privileged to contribute to this project and to have made an impact in the lives of students.
Framework for Praxis The author is pursuing the Pediatric Primary Care Nurse Practitioner (PNP-PC) course. In order for nurses to be able to assess and manage their patients, they should be able to effectively synthesize knowledge (Higgs, Burn, & Jones, 2011). This paper aims to provide a succinct discussion of the ideological, theoretical, and ethical framework that influences the author’s praxis. Furthermore, this paper will discuss how the author’s philosophical viewpoint and theoretical framework affect how she views her phenomenon of interest on newborn screening for critical congenital heart defects (CCHD).
The Battle Of Verdun “Ils ne passeront pas!” Translated this quote means “ do not let them pass”. This quote was said by Henri-Philippe-Petain during the battle of Verdun. The battle of Verdun began on February 21 and ended on December 18 1916.
She has been in the nursing field for about 8 years. She is a registered nurse, that has worked in NICU for about 5 years. And now is currently working at “The Willough”. Where she provides treatment for countless adults suffering from addictive disorders and co-occurring mental health and substance abuse issues. She decided on this career because it’s the best job in the health field and nurses are always needed wherever you go.
In studying Registered Nursing one will find that they have to be compassionate and want to care for others. Registered Nurses assist physicians with suffering patients of any medical condition. They help to decide the patient’s medicine, treatment, recovery, and educate the them and their families on post-medical treatment. They need to have bedside manner, and be able to prepare patients for surgery. Registered Nursing careers range anywhere from critical care, oncology, mental health, to an everyday school nurse.
1. NAME The Interest Group: Simulation Centre is ’n group within the School of Medicine and report directly to the Head SoM/Dean. 2. MISSION The Interest Group strives for proactive cooperation in the development and promotion of simulation in the School / Faculty, with a special focus on teaching and learning within the framework of the following UV policies: • Teaching and Learning plan; • Teaching Policy; • Quality Assurance Policy; • Assessment Policy.
Nursing faculty have been charged with providing varying methods of teaching to improve nursing student’s clinical judgement (Kirkman, 2013). In the past, educators believed the way to produce competent nurses was through classroom content and clinical experience alone. Today, it is thought that introducing simulation into the curriculum is a more suitable way of improving critical thinking skills and competency (Aebersold, & Tschannen, 2013). Patricia Jeffries developed a five step framework utilizing high fidelity simulation to provide for interactive learning without the stress and anxiety of practicing on live patients (Aebersold, & Tschannen, 2013). This framework can be incorporated into nursing curricula by identifying the necessary
Levett-Jones and Fitzgerald (2005) demonstrate that transition program for nurses or midwives in Australia have three goals: development of confident and competent nurses or midwives, facilitation of professional adjustment, belonging and socialization and development of a commitment to career in nursing or midwifery. The predictors to a successful transition are clinically support, educational support and social support. Clinical support includes support practices, preceptors, clinical facilitators, nursing educators and full rotations. Educational support consists with comprehensive orientation, study day, professional development opportunity, education program and postgraduate education pathway. Also social support contains networking session,
The integration of technologies simulation into the curriculum of the nursing education provides benefits for the student and the faculty related to improvement of the competencies and patient safety. The teaching strategies of simulation provide to enhance the confidence and communication among the nursing students. In addition, clinical simulation provides to improve skills and goals for each clinical setting (Cannon & Boswell, 2016). Although, simulation have demonstrated to enhance in the students the levels of cognitive, affective and psychomotor.
Three hours were allotted for two cycles of simulation. Simulation commenced with nursing students performing NPSG requirements, including a referral to social workers. Two types of patients were used: 1) High fidelity – programmable mannequins that exhibit medical conditions, and 2) Standardized patients – student actors performing the role of sick patients. Students were observed, by raters, through a one-way window. Raters were equipped with headphones in order to hear the dialogue.
Their clinical skill and knowledge about hospital policies and evidence based guidelines are utilize and demonstrated during their practice (Blevins 2016). Nursing students who learns from imitation are encourage to develop a competent skills rather than taking the easy way to providing care which undermines quality of care. Although preceptors are knowledgeable, certain subjects are unknown being a role model links theory in practice by showing their learners where to get sources for practice (Blevins 2016). Sternszus and Cruess (2016) explained that Bandura’s social learning theory indicated that leaners adopt the behaviour of the role models through observing what is being modelled, cognitive interpretations, replicating the modelled behaviour and eagerness to utilize this knowledge. It has been suggested that the social learning theory can used for clinical learning to teach certain behaviour and skills by designing situations with planned stimuli’s organized in a way the learner is
The curriculum allows students a hands-on medical approach in the Clinical Simulation Learning Center for those that are enrolled at NYU. The simulation lab has high technology manikins that resemble a real patient. These
New grads needs the acquisition of hospital policies and procedural protocols to render patient safe and comfort care. I have experienced the benefit of gaining insightful knowledge of EBP at clinicals through teaching and learning. The classroom teaching is prepared me for understanding the nurses learning styles, critical thinking, self-awareness, self-reflection, and cultural diversity as well as to assess and evaluate with help of teaching strategies in small group. The format of learning environment, development of curriculum design and classes, the role of
Table of Contents Gaming 3 Overview of the Strategy 3 Theoretical Foundation 3 Research Evidence Related to the Strategy 4 Implementing the Strategy in Class 4 Plan for Evaluating Effectiveness 5 References 7 Gaming Overview of the Strategy Gaming is an active teaching strategy allowing a group of learners to participate in a content-based activity that has a clear set of rules, provides instant feedback, and promotes the spirit of competition (Fitzgerald & Keyes, 2019). It is widely accepted that most nursing students are kinesthetic learners and prefer to learn “by doing” (Fitzgerald & Keyes, 2019). In rather sharp contrast, traditional nursing education models have followed a rigidly structured modality, with didactic content delivered