NURS 6331 Week 7: Clinical Learning Simulation Essay Assignment Paper

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NURS 6331 Week 7: Clinical Learning Simulation Essay Assignment Paper

NURS 6331: Teaching Learning Strategies: Integrating Technology Into Nursing Education | Week 7

Facilitating the simulated environment has become Hector’s favorite part of teaching clinical courses. In fact, he now laughs at the apprehension and indecision he experienced when first taking on the role of the simulation lab’s head instructor. When the simulation lab was first created, he and other educators at Wyndale University were a bit overwhelmed. Each recognized the learning curve it would take to not only learn the technologies, but also how to manage the simulated environment. Hector, however, was intrigued with the opportunity and took on the role even though his own background in simulations was pretty slim.

Now 5 years into the experience, Hector still looks around the mock clinical room in awe. In fact, preparing the simulated environment to mirror the practice setting often reignites his passion for teaching. He is aware that adding fidelity to the environment can morph even his most cautious students into more confident care providers. Though Hector is thankful for the advantages that technology has provided to his students, he finds that his favorite parts of facilitating simulations have come after the students have engaged in the simulations. He believes that students truly shine during their debriefings—using both their critical thinking and clinical imagination to analyze their experience and studies going forward.

Simulated clinical experiences (SCE) allow nursing students to practice the skills, processes, and teamwork they will need in the high-pressure, life-or-death atmosphere of health care environments. This week, you explore how SCEs are changing the landscape of nursing education. Though there are some simulated technologies available to patients and nursing staff, nursing students will be the primary focus for this week.

Learning Objectives

Students will:

• Evaluate simulations as a means to enhance learning
• Analyze simulations as a means to meaningfully achieve learning objectives

Learning Resources

Required Readings

Bradshaw, M. J., & Hultquist, B. L.  (2017). Innovative teaching strategies in nursing and related health professions (7th ed.). Burlington, MA: Jones and Bartlett.

• Chapter 14, “Games Are Multidimensional in Educational Situations”Educational games, also known as serious games, consist of a variety of types and formats. This chapter describes common gaming forms found in nursing classrooms.
• Chapter 17, “Human Patient Simulation”Chapter 17 provides a brief historical overview of patient simulation and it gives considerations, best practices, and applied examples of simulations.
• Chapter 16, “The Nursing Skills Laboratory: Application of Theory, Teaching, and Technology”Skills labs allow nursing students to practice a variety of clinical situations in simulated environments. Chapter 16 describes the use of these labs in nursing curriculum.
• Chapter 18, “Innovation sin Facilitating Learning Using Patient Simulation”

• This chapter provides helpful strategies, insights, and research proven techniques for facilitating simulated experiences in the clinical laboratory.

Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia, PA: F.A. Davis Company.

• Chapter 16, “Simulation” (pp. 277–294)Much like Chapter 14 in the Bradshaw and Lowenstein course text, this chapter begins with a brief examination of simulation in nursing. However, the majority of this chapter provides a detailed analysis of how, when, and why to incorporate simulations in nursing education.

Optional Resources

International Nursing Association for Clinical Simulation and Learning. (n.d.). Retrieved January 29, 2013, from http://www.inacsl.org/i4a/pages/index.cfm?pageid=1

Simulation Innovation Resource Center. (n.d.). Retrieved January 29, 2013, from http://sirc.nln.org/

Society for Simulation in Healthcare. (n.d.). Retrieved January 29, 2013, from http://ssih.org/

Discussion: Simulated Learning Experiences

“We really have to improve the teaching and upgrade the sciences in basic nurse education. We have a problem—classroom and clinical instruction are drifting too far apart. We need to integrate classroom and clinical learning much better. Clinical coaching in practice settings and simulations should correspond to knowledge gained in the classroom. The emphasis on simulation is going to be very useful in developing clinical imagination so that students can be more flexible and astute in their use of knowledge in practice.”

—Patricia Benner, renowned nurse educator and author

Clinical imagination asks students to step outside of the [sometimes] ‘narrow box’ of academia to develop multiple solutions to a situation. In the above quote, Patricia Benner notes how simulations can transition students from knowledge acquisition to knowledge use. However, in order for nurse educators to transform simulations into a teaching technique, they must make every effort to ensure the simulation technology is invisible. To do this, nurse educators should prepare students for the simulation by reiterating that that the goal is not how the simulation works, but rather the how the clinical process works. In addition, highlighting the clinical expertise, critical thinking, collaboration, and technical prowess needed during simulated clinical experiences (SCE) is the true key to bridging the gap between classroom and clinical instruction. Allowing focus to shift too much towards the simulation itself might cause learners to lose sight of the actual objectives of the lesson- thus failing to prepare them for the real demands and consequences of the health care environment.

To prepare

• Review this week’s Learning Resources on simulated clinical experiences (SCE). Specifically, examine how each category of SCE (games, simulations, and simulation games) is tailored towards achieving a certain level of Bloom’s Taxonomy or domain of learning.
• Reflect on your past learning experiences in both academic and clinical settings that did not include a simulation. For example, a specific class, lesson, group project, doctor’s visit, or staff training might come to mind.
• Select one past learning experience to use for this Discussion. Then, identify the learning objectives that your Instructor or health care professional might have had in mind. In addition, identify the type of learning environment in which the lesson was conducted (on-site, online, hybrid).
• Consider how a specific SCE such as interactive games, virtual reality, task trainers (low-fidelity mannequins), human patient simulators (high-fidelity mannequins), etc. might have enhanced your learning during this experience.
• Conduct further research to learn more about a specific SCE technology that might achieve the same learning objectives of your selected learning experience.

By Day 3

Post a brief description of your selected past learning experience, including the likely learning objectives and the learning environment. Explain the type of simulation that might have enhanced your learning and why. Describe how you could use this simulation to achieve the same objectives in a more meaningful way. Justify your response.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days using the following approach:

• Ask a probing question, substantiated with additional background information, evidence, or research.
• Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
• Validate an idea with your own experience and additional research.

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