Clinical Lab Simulation
- Clinical Lab/SIM
Simulation can be an excellent exercise in helping students identifying their strengths and weakness in terms of clinical care. Though simulation can be a source of stress for the students involved, the benefits may bear fruit once they are in clinical. Learners are varied and simulation can provide an environment where different learning style may be accommodated (Gaberson, K. B., Oermann, M. H., & Shellenbarger, T., 2015, p. 182). Simulation before clinical may be used as a measurement of student ability, but a clinical laboratory can help to improve different nursing skills before an actual rotation. Patient care can be replicated, but the physical and mental aspect of caring for a unique individual may not be easily replicated Clinical Lab Simulation. After having experience is a different conversation altogether. A study of various nursing professionals on performing a perioperative simulation scenario revealed that these individuals stated they were able to apply what was learned to their current practice (Whelan et al., 2018). A survey was sent to the individual’s post-simulation and 86% indicated they were satisfied with the intended results of the exercise. For students, simulation can build upon skills learned during clinical and address areas of potential weakness. Simulation can’t replace live patient experience, but it may be an asset for their development Clinical Lab Simulation.
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- Expectations
Expectations for clinical learning depend on the level and year of the learner. A clinical cohort for fundamental would have vastly different expectations than a final practicum student. The author’s specific cohort are first-semester nursing students and their level generally reflects basic nursing knowledge. Expectations would be conveyed pre-conference on each clinical site visit. This can assure there is a goal each time students begin their day and progress as the semester continues. If expectations are not met, students can be addressed by individuals or as a group to help voice concerns. Even as an educator, the expectation may need to be adjusted if they are not appropriate for the learner’s level. Simulation can also be an option to help improve areas of concern as well. A study was conducted with nursing students to improve the safe administration of medication pre and post-simulation (Green, 2018) Students were anxious throughout, but the results showed improve skills in the safety of administrating medication (Green, 2018). Setting expectations for students requires a thorough assessment of the students, educators, and even the facilities in use. There are options to address goals not being met to improve both students and educators alike. Clinical Lab Simulation.
- Conference/Off Floor
- Pre-conference
Pre-conference can be used as a way to voice expectations, early anxiety, and how to improve upon earlier encounters. Students should enter clinical knowing what to expect, what areas of improvement that need to be addressed, and which staff to be assigned too. Educators may also look at the patients on the unit in which they will be practicing and assign students based on skills and experience they need to encounter.
- Post-conference
Post-conference serves as a reflection of the experience and dialogue to begin. Development of problem-solving, critical thinking, and clinical, debriefing of clinical experiences, development of cooperative learning, group process skills, assessment of own learning, and development of oral communication skills can all take place during post-conference and be developed during each site visit Gaberson, K. B.,Oermann, M. H., & Shellenbarger, T. ,2015, p. 246). The events of the day must be addressed with students and any goals not met to voiced as well Clinical Lab Simulation. The goal of the post-conference is to confirm the purpose of the site visit was achieved and students can build upon the experience.
- Off-unit experiences
Off-Unit experiences serve to expand the clinical site visit for the student. Off-unit experiences can have a relation to their patients if it involves a procedure, imaging, or other clinically relevant events. They serve to help students see the clinical processes involved in patient care and how truly collaborative nursing is with other disciplines. The importance of communication can be echoed through this exercise as well as what the patient may go through when facing uncertainty with imaging or invasive procedures. It also can serve as a break from everyday clinical for students and as a stress relief that comes with it.
Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2015). Clinical teaching strategies in nursing. New York, NY: Springer Publishing Company, LLC. Clinical Lab Simulation
GREEN, D. (2018). Medication Simulation: Enhancing Nursing Students’ Clinical Environmental Awareness through Self-Care and Promotion of Patient Safety. Whitireia Nursing & Health Journal, 25, 37–51. Retrieved from http://search.ebscohost.com.ezproxy.fiu.edu/login.aspx?direct=true&db=rzh&AN=138594530&site=eds-live
Whelan, T., Xinzhe Shi, Andony, K., Yorke, S., & Poonai, S. (2018). Evaluating Learners’ Satisfaction Following Perioperative Nursing Simulation Training. ORNAC Journal, 36(3), 12–16. Retrieved from http://search.ebscohost.com.ezproxy.fiu.edu/login.aspx?direct=true&db=rzh&AN=131531246&site=eds-live (Links to an Clinical Lab Simulation