Operational research

Operational research

Operational research is an analytical technique of solving problems as well as decision making in an organization’s management. Problems are solved through mathematical analysis by breaking them into basic components. The objective of operation research is to provide management with a foundation for the decision making process. In simple terms, operational management is the utilization of scientific knowledge in finding a solution to organizational problems. Operational research is broken down into problem identification, construction of a model that reflects real variables, deriving of solution using the model, testing every solution, and implementation of the problem. The most common operation research techniques used in today heath care settings are linear programming, simulation, game theory, goal programming, sequencing theory, and replacement model.

Simulation is an operational research method that entails setting a real-life situation model and using it to conduct experiments. Simulation technique is applicable in experimental and real study situations that are cumbersome, time-consuming, or very risky. In health care, the simulation operation research method is commonly known as either healthcare simulation or medical simulation. There are four primary purposes of healthcare simulations. They include research, education, assessment, and health system integration in promoting patient safety. Simulations can take place at specific places established for simulation practice, situational environments, and classrooms (Wilson et al., 2018). Healthcare simulation can comprise artificial patients, human patients, or the two combinations. Moreover, it can involve emergency support, virtual support health systems, and assessment of casualty in either military or homeland security situations. Historically the primary purpose of medical simulation is training medical professionals on how to avoid human error during prescription, surgery, general practice, and crisis intervention. Furthermore, it is used to help students in learning physiology, communication, and anatomy.

Healthcare simulation learning has several advantages. It is easy to customize the learning experience by accommodating a variety of learners from trainees to experts. Healthcare professionals can master the growing new technologies from either minimally invasive surgery to robotics while avoiding causing risks to first patient groups. The technique fills the gap that is created by some rare diseases or complex procedures that do not offer adequate practice opportunities. It offers the freedom to learn after making mistakes without harming patients (SSH, 2019). Learners experience the outcomes and consequences of their mistakes in a more powerful manner. Also, healthcare simulation provides a more comprehensive evaluation and feedback because real healthcare events do not offer the best assessment for learning how performance will be improved as well as things that happened. Control of simulations through video examination reveals what took actually took place. It facilitates the gathering of data about the real activities of the learner and enables instructors to use essential improvements.

High fidelity simulation (HFS) is an example of modern healthcare simulation. HFS is a health care education that uses sophisticated life-like mannequins in a genuine patient environment. Simulation activities can occur in a variety of environments, such as clinical simulation centers or in military simulations. The manikins are complex and mimic both human physiology and anatomy. Fidelity is the degree to which a specific manikin can mimic people’s physiology (Doolen et al., 2016). Manikins that look like human anatomy are referred to as high fidelity, while those with that fail to mimic human anatomy are known as low fidelity.

High fidelity manikins have palpable pulses, measurable blood pressure, expanding chests, and both variable tomes and heartbeats. They contain pulse oximeter, anesthetic gases, pulmonary artery waveforms, and EKG displays, but their specific components vary. They conduct medical procedures like intubation, placement of chest tube, defibrillation, and bag-mask ventilation. Educators from simulated scenarios on the basis of an identified need to address gaps in healthcare performance. Finally, HFS provides learners with opportunities to experience the simulated clinical scenario.

References

Doolen, J., Mariani, B., Atz, T., Horsley, T. L., O’Rourke, J., McAfee, K., & Cross, C. L. (2016). High-fidelity simulation in undergraduate nursing education: A review of simulation reviews. Clinical Simulation in Nursing, 12(7), 290-302.

Wilson, L., CPAN, C., CHSE, C. A., & Wittmann-Price, R. A. (Eds.). (2018). Review manual for the Certified Healthcare Simulation Educator exam. Springer Publishing Company.

SSH. (2019). About Simulation. Ssih.Org. https://www.ssih.org/About-SSH/About-Simulation

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