Simulation Reflective Journal Essay

There were even times when the nurse asked us some of the medications and what they do, which we gladly answered. The nurse was very open-minded, and contributed to the conversation really well, without overshadowing the pharmacists. After discussing, we briefly split the questions that we wanted to ask among the three of us. Up until this point, I believed that our team would do well since we prepared ourselves. However, to our surprise, we were not prepared when the patient continuously complained about feeling dizzy, and not being able to breathe. All three of us were not knowledgeable enough to help the patient with his symptoms that he kept complaining about. At first, we attempted to adjust the bed, however, that did not help and made it worse. Not knowing what to do, we tried to persuade the patient to try to focus on the questions that we were about to ask in order to help with his symptoms. When the patient complied, the nurse started asking very general questions about his health and lifestyle. It was a great start until the nurse started asking questions that we were going to ask the patient. In the end, she asked all the questions that we planned to

Since the capstone project started early on beginning of the Doctor of Nursing Practice (DNP) program, I was able to discuss and work personally with Dr. Spicer as my practice mentor in selecting the appropriate topic for my project. Dr. Spicer was very involved in choosing my second option for new capstone project # 1 related to simulation lab and faculty teaching and learning. The patient simulation laboratory (SIM lab) uses state-of-the-art equipment that provides students and faculty with the opportunity to tackle real-life scenarios in a safe and supported environment. Further, I learned that active learning involves the faculty through participation and investment in exploring content knowledge in all phases of the learning process. It requires educational activities that provide faculty with the opportunity to engage actively in courses and respond to the learning situation.

Mock Hospital simulation was the focus of the Clinical Nurse Educator Teaching project. The duration of the project span over a four-week period to meet the 22.5 hours required for the project. The simulation dates were determined in advanced for the Nursing Leadership and Management in Professional Nursing course. The preceptor and student determined dates for participating in the simulation and other deliverable activities to meet the requirements for the project. The activities to meet the project requirements were to participate in meetings to plan for the Mock Hospital simulation, to write learning objectives for the simulation, to develop an evaluation tool and debriefing questions, to participate in the Mock Hospital, and to lead debrief sessions after completion of the simulation.

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

Each student in the group was assigned a role; Primary Nurse, Secondary Nurse, Recorder, Medications, and Airway. The use of an unfolding case study in the lab setting encouraged group participation and helped students become involved in the

During the simulation I needed to make quick decisions on what to do and how to help. I was the float nurse during the simulation so my job was to help any of the other nurse, staff. There were several times during the simulation that a child was crying or screaming so I had to think on my feet to help them. One example was when I was helping patient number 3, she has started to choke so I held her up so that her nurse, Rylie, was able to suction her without problem. After we suctioned her she stopped crying and seemed to be less irritated. When helping with patient 1 I need to explain to her how to use an incentive spirometry. She is only 7 years old so I needed to explain how to use it at an appropriate level. I used to colors to help explain and let her tough it to help her feel comfortable. During the simulation I was jumping from room to room helping the patient and nurses so I need to keep my prioritizes organized and help the nurses as much as I could.

Since nursing is an ever-evolving profession, the faculty's RAM model can be integrated into the SIM lab to help transition nursing faculty to ensure safe and effective tracheostomy care to patients. Further, rubrics can be used as a tool in SIM lab to help validate progression in learning from simple to more complex care concepts (Moughrabi & Wallace, 2015). When the faculty understands the concept of theory and applies it to practice, their training can bring their newly acquired skills into clinical practice. Therefore, Roy's model would work for my DNP project because the staff transitions can be made more effective through the use of simulations so that faculty can be comfortable to respond to any given emergency situation by adapting to any

Technology is continuously evolving and expanding. In the nursing field, technology has become essential. From taking vitals, inputting electronic medical records, to even using simulation training, nurses rely on the advances in equipment technology to successfully perform everyday tasks. One of the most beneficial technological advances that has been created for the nursing profession is simulation training. Nurses use simulations laboratory trainings while in nursing school and throughout the work field. Simulations laboratories are specialized labs that have controlled computerized patients that are capable of exemplifying different humanistic reactions and responses such as overdose, cardiac arrest, and even respiratory complications (Kapucu, 2017). These specialized trainings allow for nurses to develop new competencies in patient care and demonstrate new evidence based care techniques with computerized patients before performing these competencies on the floor with an actual patient. Nurses are continuously going to encounter simulation trainings in order to aid their professional development with patients. Simulation trining strategies can be used alone or even in affiliation with other different teaching methods to help increase the learning experience (Kapucu, 2017).

The theories that I have identified to meet my phenomenon of concern seem to be best suited for how nursing students learn to develop and use critical thinking and clinical judgment. The nurse educator needs to create an environment for student learning and theory-based learning activities such as simulation, case studies, and concept mapping must be integrated into the nurse educator’s teaching methods. Kolb’s Experiential Learning Theory (ELT) and Benner’s Novice to Expert Model can be used as the theoretical framework for these learning activities. There are some other theories that can be considered as well to explain how students learn.

Simulation is a technique by which the learners are exposed to real-life scenarios in a safe, context-rich experiential learning environment (National League for Nursing [NLN], 2015). Whereas, using a case study the learners can apply the didactic content and theory to a real life situation and conduct an in-depth analysis (Billings & Halstead, 2012).

I went to patient A’s room around 9:40 a.m. to reposition the patient, and I expected to perform this task quickly and efficiently in order to comply with the schedule and ultimately deliver 10:00 a.m. medications on time. However, I noticed that her feeding tube was leaking, which was evidenced by her soiled gown and bed linens. The nurse instructed me to wash the patient, perform perineal care, change the bed linens, and administer the medications afterwards, since I was already with the patient. I asked my colleague for assistance regarding the hygiene care and bed making, in

For the past several months, I have had the incredible opportunity of being a research intern at Carolinas Simulation Center (CSC). The research and simulation at CSC are cutting-edge and at the forefront of improving patient safety. Coming from an undergrad background in biology and cell-based research, simulation was new to me, and I was unsure of what to expect. However, the onboarding process was very helpful and prepared me well for my role.

Despite the age and immensity of the Universe, we have not been visited nor been contacted by extraterrestrial beings because we are a part of a computer simulation. According to the Simulation Hypothesis, theory provided by Nick Bostrom, humans are unaware of being part of this computer generated simulation. The most compelling piece of evidence that supports this hypothesis is the fact to one can consider a sequence of possible situations which an increasing fraction of all people live in simulations becomes more accurate. (Bostrom 1)

Research shows that novice nurses find it difficult to handle patient situation properly in the event that their condition rapidly deteriorate. Barbara Aronson (PhD, RN, and CNE) and her colleague Barbara Glynn (DNP, RN-BC) conducted the research. The title of the article was clearly stated and it focused on the effectiveness of a role- modeling intervention on student nurse simulation competency. The researchers used quasi -experimental studies to conduct a pre-test and post-test study to evaluate whether student been exposed to the role- modeling intervention simulation competency will be able to handle patient conditions better than student not exposed to that intervention. The study was been

This submission is going to focus on the nursing care that I gave on two placement simulations and one shift on placement, placing emphasis on oral care, bed bathing and medication management. It will outline the fundamental aspects of clinical nursing skills that have taken place in my setting. This will also highlight the learning process taken 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