Discussion-Simulated Learning Experiences

Discussion: Simulated Learning Experiences
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Discussion: Simulated Learning Experiences
Simulation in nursing education is an essential tool for achieving learning objectives as it enables a nurse to apply lessons learnt in the classroom to clinical experience and therefore testing the nurse’s understanding of experiences much more practical (Moule, 2011). One significant learning experience I can refer to is the lesson on post-surgical care. The learning objectives in that training were to teach nurses on accurate assessment, recording and monitoring of postoperative drainage. We received instructions on how to insert a Jackson-Pratt drain. However, this experience was purely theoretical, and instructions on how to assess infected surgical sites through the type of drainage as well as insert and monitor the drainage tubes were through a lecture. The objectives of this training would be better done through a scenario with a Human Patient Simulator.
This simulator is a perfect alternative for training as it involves a high level of interaction between the patient and nurse. This type of simulation enables the trainee to get hands-on experience through the high fidelity realistic patient responses. It also involves time-sensitive practices and critical thinking capabilities to be applied (Bristol & Zerwekh, 2011). As opposed to theoretical training, a human patient simulator is better placed to gauge the trainee’s understanding of the procedure in real time and give an evaluation of what the trainee needs to improve.

This simulator engages the user to apply not only their theoretical skills learnt in class but also their critical thinking skills, emotional intelligence and decision-making.
I would ensure that first, the simulation is highly interactive to make this simulation achieve the same learning objectives more meaningfully, such that there is instructor-trainee-patient interaction. The simulation would be set to produce different types of reactions, for example, to measure the nurse’s competency in evaluating infection by observation of postoperative drainage, I could set the simulator to produce fluid indicative of a disease and let the trainees use their critical thinking skills to solve the scenario. This scenario could also offer the trainee an opportunity to use the patient’s vital signs to evaluate the possibility of infection (Rhodes & Curran, 2005). The trainee could also get a practical lesson on how to insert drainage tubes such as the Jackson-Pratt, monitor the output and use the information to gauge the patient’s well-being.
References
Bristol, T. J., & Zerwekh, J. A. (2011). Simulation. In Essentials of E-learning for nurse educators. Philadelphia, PA: F. A. Davis Company.
Moule, P. (2011). Simulation in nurse education: Past, present and future. Nurse Education Today. doi:10.1016/j.nedt.2011.04.005
Rhodes, M. L., & Curran, C. (2005). Use of the human patient simulator to teach clinical judgment skills in a baccalaureate nursing program. CIN: Computers, Informatics, Nursing, 23(5), 256-262. doi:10.1097/00024665-200509000-00009