The Role of RN/APRN in Policy-Evaluation
Critic a team presentation other than your own, and include what the performance taught you and what you see as far as its effect on patient safety and healthcare technology.
This presentation is nicely done and contextually relevant. I learned for the first time from this paper that simulation has been in existence from 1700, with the first trainer of simulation developed in as early as 1960. I find this fascinating since it shows that the need to improve patient handling, learning, and clinical skills was conceived a long time ago. I like this statement that the team makes that simulation and manikins give students a tense-free environment to learn different clinical techniques without the risk of injuries to the patients, and this reduces errors and enhances patient outcomes. Indeed, simulation offers innovative and creative ways to teach content (McGonigle & Mastrian, 2018). The argument that continuous practice using manikins improves competency, nursing skills, and reduces clinical errors is both right and accurate. However, there are some nursing students who, because of overusing manikins and having few real clinical classes with patients, find it confusing to integrate the patients’ feelings, exercise courtesy, dignity, and compassion in handling actual patients (Sørensen et al., 2017). The use of manikins and simulation, though crucial in learning and improving patient outcomes, has been limited by the scarcity of resources. It should be spiced with actual clinical ward rounds.
What changes in the presentation would you recommend, and why?
I wish the group had mentioned how students go about the scare and discomfort they get in case of death during a simulation lab. As noted, this event makes them stray away and even impacts their future career choices. I have seen deaths devastating to the nurses, clinicians, and all health workers in a hospital setting. I think it is important to mention how students and nurses should deal with this as it affects the handling of other patients and prevention of similar future events. How students handle unexpected death is essential as it comes as a real clinical scenario.
Ask questions! Each team is responsible for responding to questions asked of its presentation.
My question to the team is, what do educators do to ensure that the clinical skills obtained from simulation and manikins are applied safely in patients? For example, dummies and actors in a simulation exercise may not be able to need examining consent, demand decency, and proper treatment or respond to pain during a physical examination of diseased areas. How will learners differentiate the handling of manikins to the handling of patients in actual clinical settings?
References
McGonigle, D., & Mastrian, K. (2018). Nursing informatics and the foundation of knowledge.
Sørensen, J., Østergaard, D., LeBlanc, V., Ottesen, B., eKonge, L., Dieckmann, P., & Van der Vleuten, C. (2017). Design of simulation-based medical education and advantages and disadvantages of in situ simulation versus off-site simulation. Retrieved 21 April 2020, from. https://link.springer.com/article/10.1186/s12909-016-0838-3