Clinical Summary in Simulation Center
Simulation is an effective teaching strategy that engages students’ critical thinking skills with use of low to high-fidelity mannequin (Billings & Halstead, 2012). Learning how to connect theory and practice in a simulated environment encourages students in competency of psychomotor skills, communication with a collaborative team, and confidence level. As I participated in the clinical simulation environment there were different themes including teaching effectiveness of clinical faculty, student preparedness, and availability of resources. The clinical faculty members were present for support and allowed students to perform the skills and provided feedback. There were some students who were prepared and competent in skills while others needed coaching and help from their peers. The students had sufficient supplies to practice skills and the clinical simulation coordinator was present for assistance.
Formative evaluation …show more content…
Some of the students asked specific questions about the disorders and some wanted to practice their nursing skills. After the pre-conference the students interacted with the assigned nurse about their patient. The clinical instructor looked at the charting on the electronic medical record with the students for familiarity and navigation.
The post-conference was utilized on documentation to complete and submit for grading, questions about laboratory values, perceptions from interactions with assigned nurse, patient, and their family. Establishing and maintain a professional clinical environment for active learning and meeting the expected student learning outcomes are paramount (Billings & Halstead, 2012). The clinical group was engaged with the patients, their families, nurse(s) and staff in this particular health care environment. To observe this same group of students on an adult medical surgical unit might be
Simulation is an effective teaching strategy that engages students’ critical thinking skills with use of low to high-fidelity mannequin (Billings & Halstead, 2012). Learning how to connect theory and practice in a simulated environment encourages students in competency of psychomotor skills, communication with a collaborative team, and confidence level. As I participated in the clinical simulation environment there were different themes including teaching effectiveness of clinical faculty, student preparedness, and availability of resources. The clinical faculty members were present for support and allowed students to perform the skills and provided feedback. There were some students who were prepared and competent in skills while others needed coaching and help from their peers. The students had sufficient supplies to practice skills and the clinical simulation coordinator was present for assistance.
Formative evaluation …show more content…
Some of the students asked specific questions about the disorders and some wanted to practice their nursing skills. After the pre-conference the students interacted with the assigned nurse about their patient. The clinical instructor looked at the charting on the electronic medical record with the students for familiarity and navigation.
The post-conference was utilized on documentation to complete and submit for grading, questions about laboratory values, perceptions from interactions with assigned nurse, patient, and their family. Establishing and maintain a professional clinical environment for active learning and meeting the expected student learning outcomes are paramount (Billings & Halstead, 2012). The clinical group was engaged with the patients, their families, nurse(s) and staff in this particular health care environment. To observe this same group of students on an adult medical surgical unit might be