Maria Malpica

an hour ago, at 7:18 PM

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Simulation in nursing often gets a limitation in connection with limited productivity of the technology to serve diverse patients. There is lack of adequate training for its usage, the in-depth knowledge of the role of simulation is lacking for many healthcare organizations, simulation breakdowns can occur which can generate inaccurate reports, and a limitation of displaying true reality (Fawaz et al., 2018). Simulation gets affected when attempting to produce better healthcare outcomes and this a negative component when dealing with all concepts in the healthcare environment. A simulation environment can appear intimating to nursing students who had been to learning theoretically.

Simulation opportunities are common to APRN education by integrating low fidelity simulation and partial task trainers. There are suitable processes for educational improvement since the simulation can integrate role-play where nurses get time to each engage with the technology and the components in a lab (Moran, Wunderlich & Rubbelke, 2018). Once this procedure gets performed, the following factor becomes appropriate management of the healthcare expectations since the nursing students shall generate real-life improvements after viewing the realistic medical equipment then reading different vital signs.

Handling of electrical patient record systems is effective since it promotes suitable adherence to healthcare environment requirements to shape the learning methods that are results-oriented and capable of facilitating positive nursing improvement (Grant, 2020). Nursing students gain the opportunity to build psychomotor skills and this is highly effective to improve on healthcare adherence. Specializations of the training process are productive since the patient outcomes involved in all nursing environments get promoted to serve the entire APRN improvement procedure.

References

Fawaz, M., Hamdan-Mansour, A., & Tassi, A. (2018). Challenges facing nursing education in the advanced healthcare environment. International Journal of Africa Nursing Sciences, 9, 105-110. .

Grant, P. L. (2020). Nursing student simulation scenarios within a virtual learning environment. Virtual Simulation in Nursing Education. https://doi.org/10.1891/9780826169648.0012

Moran, V., Wunderlich, R., & Rubbelke, C. (2018). Simulation in nursing education. Simulation: Best Practices in Nursing Education, 1–6. https://doi.org/10.1007/978-3-319-89821-6_1

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Sinai Penalver

2 hours ago, at 6:23 PM

In the realm of nursing education, simulation is becoming more and more common. The use of patient simulators by nursing students is thought to improve their learning outcomes (McGonigle & Mastrian, 2021).

Simulation, even in the most realistic of settings, is not real. As a result, students are more likely to get nervous and freeze in real-world clinical settings. In order to respond correctly, nursing students need to be able to see, hear, smell, and feel everything in any circumstance. Simulations are also time-consuming to run. Patient simulators in nursing schools must have enough room. Faculty members must be trained on how to use the new technology. The simulation's software and hardware will eventually need to be repaired or replaced, which will cost more money.

As a result of simulation's ability to deliver enormous educational advantages for nursing students, but also because of its capability to actively involve students in the process of learning via experiential learning, simulation is becoming more popular in nursing schools" (Edgecombe, et al., 2013). The use of simulation in nursing education is increasing in popularity because it prepares students to synthesize knowledge and integrate evidence (Jeffries, 2007). It also allows them to collaborate, provide ethical and safe care when they graduate, develop problem-solving and critical thinking capabilities and reflect on their skills and competencies. A study by Jeffries (2005) found that students who participated in the static or high-fidelity simulation had higher levels of satisfaction with their learning initiatives than those who did not. They were also more confident in the design and implementation of educational programs than those who did not participate in the static or high-fidelity simulation.

To summarize, simulation is clearly becoming more popular as an educational tool for nursing students because of its effectiveness in increasing their knowledge, capabilities, and skills while also ensuring that they graduate with the productivity and efficiency necessary to make positive changes in actual clinical settings.

References

Edgecombe, K., Seaton, P., Monalian, K., Meyer, S., LePage, S., & Erlam, G. (2013). Clinical simulation in nursing: A literature review and guidelines for practice.

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