Implementation of simulation in Medical Surgical course
Addressed Gap
In the nursing education today simulation can be used for teaching of a wide variety of skills. Simulation can be used to teach strictly technical skills or non-technical skills like communication. The goal of the nursing schools is to prepare nursing students that are capable of providing safe and competent nursing care. However this goal is becoming more and more challenging because of the accelerated nature of the nursing programs for students, which already have another degree. Finding clinical sites for training future nurses becomes more and more challenging because nursing schools are competing for access to limited clinical sites. Patients in those clinical areas are sicker and to take care of them requires more confidence and experience. Simulation can provide this extra practice allowing students to go prepared and equipped with technical clinical skills into the practice. Even though, the simulation can provide training in a safe environment and can teach critical thinking and good assessment skills, it is not utilized enough in the nursing program at NUY Rory Meyers College of Nursing. There is not enough training for the nursing students to become confident in their practical and clinical skills and in particular recognizing abnormal hearth rhythms and early detecting it. The class Medical Surgical Nursing II needs to implement simulation as a method to teach students to recognize and become confident in reading different hearth rhythms. Don't use plagiarised sources.Get your custom essay just from $11/page
Organizational Trends
Simulation is not new teaching strategy and in the last couple of years is becoming more and more popular. This teaching strategy is using whatever knowledge the students already have to build more skills and confidence in their abilities to assess patient’s needs and provide safe and competent care. Even though the simulation is used in the nursing lab at NUY Rory Meyers College of Nursing it is used only for teaching basic skills and it is not utilized to teach students critical thinking and analyzing skills. The nursing lab at NUY Rory Meyers College of Nursing does not have high fidelity mannequins that provide higher level of teaching through simulation. The college prepares undergraduate BSN nurses and at that level they need to possess good assessment and technical skills in order to provide care for more complicated and sicker patients. The nursing program at NUY Rory Meyers College of Nursing does not have well developed program that utilizes patient simulation. The students have no access to high fidelity interactive mannequins that can provide physiological responses and visualized reactions to student’s interventions. The students are not prepared enough to recognize, detect and treat abnormal hearth rhythms. Some abnormal hearth rhythms are emergency and critical situations and the students’ lack of practice and understanding of those hearth rhythms are preventing them from being confident and proactive in solving those emergency situations. Provide a narrative description of the recent internal trends or patterns that have led to this gap. Be specific to the organization. What you have noticed in practice that leads you to believe this is a gap?
Explanation of Causes
Nursing is among the disciplines that require development of cognitive, psychomotor and affective domain of learning. With the new discoveries in science and technology the nursing education needs to get periodically and often updated too.
Provide a narrative description of the circumstances and/or conditions that describe why the gap exists.
Identification of Target Audience
Identify the target audience. Provide a brief explanation of why the target audience is being identified.
Characteristics of Target Audience
Describe the target audience. Include a detailed description about the target audience’s education level and the educational setting.
Professional Development
Discuss how the proposed education will enhance the professional development of the target audience.
Proposed Solution
Describe the course or curriculum change that you are developing. Provide an explicit description of how your course or curriculum change will address the identified gap.
Intended Outcomes
Provide a narrative description of the intended outcomes of your project. What are the students expected to know, be able to demonstrate, and/or apply after attending your educational class/course?
Evidence Summary
The evidence summary is a narrative description of the findings/recommendations from at least five (5) articles from the peer-reviewed research literature published within the last five years. As an evidence based proposal, you are summarizing the evidence that supports your proposed solution (not that the gap exists).
The evidence summary is not an annotated bibliography or a separate critique of each source. Instead, you should dedicate several paragraphs to describe the common themes found in the findings & recommendations of the literature that support your educational proposal. The evidence summary includes proper use of APA in-text citations that have a corresponding and complete APA reference. The Reference page is at the end of the paper.
Plan of Action
The plan of action is a narrative description of your plan to address the problem and describes the development of your project. Focus the plan of action and timeline on the actual development of the educational proposal. The plan of action should include everything that will need to be completed to produce the evidence based educational proposal with lots of detail and in chronological order. Include: meeting with the preceptor, reviewing current gap, reviewing literature to support project, developing a Lesson Plan & the course or simulation (Course Name, Lesson Topic, Learning Objectives, Teaching/Instructional Strategies, Required Materials, Student Learning Outcomes, and Lesson Plan Details). Developing an implementation plan etc…
Timeline
Timeline should be an estimated timeline and reflect real time progress. You do not have to know specific dates; however, provide an estimation of the time involved with each step of your action plan for Week 1…2…3 etc. Everything that is in the Plan of Action is in the Timeline and everything in the Timeline is in the plan of action. The timeline describes specific activities that need to be completed and milestones that will be met to keep you on track with completing your project during field experience according to a weekly timeline
Resources and Personnel
Identify and describe the necessary resources that you will need to implement your project. Consider personnel, financial support, classroom space, printing costs, equipment, simulation or lab space etc…
Proposed Change Theory
Identify a change theory that will help guide and frame your project. Discuss each stage/step/phase of the theory and describe how it informs your project plan. See the course of study for more information.
Barriers to Implementation
Discuss potential barriers you may encounter with planning the implementation of your project (time, people, finances) and how will you mitigate the potential barriers.
References
The reference list should start on a new page. All of the cited sources should be included in the references section and strictly follow the APA 6th edition guidelines. See examples below.
Finkler, S. A., Jones, C. B., & Kovner, C. T. (2015). Financial management for nurse managers
and executives (4th ed.). St. Louis, MO: Elsevier.
Park, S. H., Blegen, M. A., Spetz, J., Chapman, S. A., & De Groot, H. (2015). Patient turnover
and the relationship between nurse staffing and patient outcomes. Research in Nursing &
Health, 35(3), 277-288. doi:10.1002/nur.21474
Park, S. H., Boyle, D. K., Bergquist-Beringer, S., Staggs, V. S., & Dunton, N. E. (2016).
Concurrent and lagged effects of registered nurse turnover and staffing on unit-acquired
pressure ulcers. Health Services Research, 49(4), 1205-1225. doi:10.1111/1475-73.12158
Staggs, V. S., & Dunton, N. (2017). Hospital and unit characteristics associated with nursing
turnover include skill mix but not staffing level: An observational cross-sectional study. International Journal of Nursing Studies, 49(9), 1138-1145. doi:10.1016/j.ijnurstu.2012.03.009
Sullivan-Havens, D., Jones, C. B., & Carlson, J. (2016). Chief nursing office retention &
turnover, 2013: Is the crisis still brewing? Retrieved from
http://www.aone.org/conference2014/Handouts/2014_Concurrent_Handouts/Additional%20Handouts/S330H_BN2.pdf