The Mandate to Change the Prevailing Culture from Opinion-Based Practice to Evidence-Based Practice Has Influenced Models Designed as Decision –Making Approaches to Advance the Integration of Simulation Education

This simulation experience allowed me to practice my focused assessment skills, delegation of tasks, prioritization on of tasks, interdisciplinary communication skills, and skills that I have not been able to participate in such as blood administration. I learned that my strengths are patient education, delegation, noticing changes in patient condition, and working as a member of a team. I need to improve my speed of completing tasks, my confidence, and my process of working through new skills.

The simulation environment offers a safe place for students to practice critical scenarios and gain confidence in proscribed settings (Decker, Sportsman, Puetz, & Billings, 2008). Simulation helps faculty to facilitate learning which meets one of the NLN’s core competencies. Simulation also enhances communication through emerging leadership and delegation skills, and builds teamwork through goal and priority setting (Dillon, Noble, & Kaplan, 2009). Therefore, according to Lasater (2007) simulation is highly effective as an adjunct teaching strategy in clinical practice.

-The Institute of Medicine recommends simulation as a method of teaching interventions in high risk situations.

The use of simulation allows students to experience hypothetical clinical scenarios without threat of harm to patients. One of the objectives of running the simulation is to allow to experience and learn from various scenarios that they will likely encounter on the nursing floor and provide an opportunity to apply theory into practice. Prior to this simulation, we were introduced to several literature covering concepts on nursing responsibilities when floating, impaired nursing, diversion of medication, reasonable suspicion, and the AACN standards for establishing and sustaining healthy work environments. Such concepts help the nurse to practice her profession safely and transform into a leader that can initiate and influence change towards the success of an organization.

The second stage of the simulation is during the scenario interaction, at which point the group was required to utilize the clinical reasoning cycle to guide, generate and

(Weinberg, Auerbach, & Shah, 2009) This may prove especially important as the assessment and care of critically ill children is particularly stressful for providers. Debriefing after the simulation experience also provides a time for reflection. Concepts taught in lecture become more tangible as a result of their application during the simulation. Simulation has the potential to enhance pediatric nursing education, improve patient safety and provide additional experiences when clinical sites are limited. The student has an opportunity to build and practice a pediatric skill set. (Bultas, 2011)

My answers were not decisive which reflect my weak critical thinking skill. For example, when it comes to medication administration, in instances where things are not clear, it should always be referred to the doctor which in this case I belatedly remembered. Nurses should also make sure that they knew how to use all the equipment that is used in the nursing care. In a medical emergency situation, every second counts. In the simulation, epinephrine administration was delayed since the nurse did not know how to use the automatic injection. Over-all the simulation had a significant impact to my learning process.

For years nurses have gained experience in the medical field through clinical rounds at hospitals and doctors offices. Learning has always taken place first through textbooks and then through personal experience during required clinical time. These methods have proven effective but include limitations to the amount of exposure a student can gain before entering the workforce. A new way of learning is on the rise with the use of High Fidelity Simulations (HFS) or the Sim Man. HFS is a computerized life size manikin that simulates real human responses to treatment. This new technology allows students to practice rare procedures or treat common diagnoses.

In short, when clinical simulation is to be carried out, the following steps can help in evaluation.

My personalized knowledge and experience in the field of simulation comes from working in a simulation center within a hospital setting under the direction of the Quality and Safety Department. Providing a service like simulation within a hospital organization has come with its own set of challenges and barriers in trying to ensure that the quality and safety of hospital patients is always consistent. Because of the unforeseen issues like the way a simulation is obtainable in a hospital across different locations and everyday hospital dynamics between healthcare providers, has impacted the quality care and safety of our hospital patients and families. I anticipate that fostering a challenging and safe simulation learning environment would be

Thank you for sharing this week's post. I find it interesting with simulation related to the Doctor of Nursing Process (DNP) project with implementation of an end-of- life (EOL) simulation for nursing students and re-designed the patient care environment based on the feedback from students so that it is more conductive to a holistic and palliative approach to the dying patient. Billings and Halstead (2012), stated that learning outcomes can measured through low-stakes and high-stakes simulations. Outcomes are defined for the learning activity and can be measured by a well-designed clinical simulation (Billings & Halstead, 2012). Results would only be satisfied by the same stakeholders (students, faculty, and administrators) that planned to

The simulation is useful because it evaluates project performance using real criteria, such as the scope, schedule and

The development process I chose was SDLC, when I should have chosen Scrum. SDLC develops information systems and applications where Scrum develops business process, information systems, and applications.

A simulation is defined as the imitative representation of one system by another (Merriam-Webster Dictionary). More specifically, the Human Resources Management Simulation is a simulation where students portray the role of a Human Resources Director of a growing company. Its objective is to gain insight into the Human Resources department, develop the basic knowledge of its principles and test new concepts before implementing them to solve and improve the department.

The simulation phase also offers the opportunity for training the project team using their actual data, as well as enables the project team to develop the user training material for the end-users (Wang, Chialinlin, Jiang & Klein, 2007). The target goal of the system simulation is to have every party to the project agree that the system has been configured in the way that bridges the initially existing unmet customer needs and company requirements (Chan & Rosemann, 2001).