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High Fidelity Simulation

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High-Fidelity Simulation
Opal Nutter
Chamberlain College
Instructional Methods
NR522
Susan Walsh
November 18, 2012

High-Fidelity Simulation
There is a global concern regarding health care education. Budget constraints, faculty shortages, and lack of clinical sites are just a few concerns of nursing programs.
Nurse educators seek teaching strategies that promote students that are highly skilled practitioners. Students must learn how to transfer their knowledge and learned skills into their clinical practice. It is the nurse educator’s goal to “produce safe and competent registered nurse” (Reid Searl, Eaton, Vieth, & Happell, 2011, p. 2758). Sufficient clinical experience is challenged as there is an increased demand for nursing schools to produce nurses that are competent, with the increasingly “ill population, coupled with the shortage of faculty” (Sportsman et al., 2009, p. 67).
High Fidelity Simulation (HFS) is a method of providing students with clinical experience that is essential in developing the skills and knowledge. Many nursing programs are now using HFS in their curriculum. These simulators “allow students to experience high-risk, low volume patient problems in a realistic setting” (Tuoriniemi & Schott Baer, 2008, p. 105). The HFS are full size mannequins that can respond verbally and physiologically to the students interventions as well as omissions of care (Leigh & Hurst, 2008).
The HFS offers students many advantages. This method of clinical training allows students to experience real life like patient encounters that they may not have the opportunity to experience during their clinical training. Nurse educators can correlate HFS with the current topics. Often, there are limited practice placements that offer students practice placement skills (Traynor, Gallagher, Martin, & Smyth, 2010).
HFS allows students to practice skills, receive immediate feedback on their strengths and weaknesses, and explore their clinical reasoning or judgment. Traynor, Gallagher, Martin, & Smyth (2010) identified five areas that students report the benefits from HFS teaching methods: real-life scenarios, promotes active learning, recognize the importance of effective clinical judgment, need for sound knowledge to deliver care, and learn from reflection of mistakes without causing harm. HFS also builds on teamwork and communication skills. Students are able to learn from observation and critiquing fellow classmates.
An important part of the HFS experience is debriefing after completion of the simulation. The debriefing allows students to receive constructive criticism and learning is reinforced. Students are then able to advance to the stage of transference. Transference is the goal of simulation and is defined as the ability to apply what is learned to the real world situation (Galloway, 2009). The benefits of HFS teaching methods are endless.
HFS does pose some challenges. Nursing programs face the problems with budget crunches. HFS can be very costly, require additional faculty, time consuming on planning scenarios, and high cost supporting equipment, maintenance fees. Simulation labs also require a considerable amount of space for the equipment. Additional cost includes the adequately training faculty on how to use and programing of the simulators. Faculty must also become highly proficient in their computer skills. Although there are many challenges, considering the benefits, educational healthcare programs are implementing HFS into their curriculum. Nursing programs can consider a “shared usage” of the simulation labs with other healthcare programs such as respiratory therapy, occupational therapy, physical therapy, and medical assistant programs.
Summary
The increase in ill population, demands of nursing programs to produce highly skilled nurses, shortage of faculty, lack of clinical sites, poses nursing programs to find innovated teaching methods. The HFS provides nursing students with the clinical experience in various areas that are limited in the hands-on clinical sector. Clinical experience is an essential component of nursing education. High Fidelity Simulation labs help bridge the gap. HFS is an effective technique to supplement clinical skill acquisition.

References
Galloway, S. (2009, May). Simulation techniques to bridge the gap between novice and competent healthcare professionals. Online Journal Of Issues In Nursing, 14(2), 1-9.
Leigh, G., & Hurst, H. (2008, September5). We have a hight fidelity simulator, now what? Making the most of simulators. International Journal of Nursing Education Scholarship, 5, 1-9.
Reid Searl, K., Eaton, A., Vieth, L., & Happell, B. (2011, August 11). The Educator inside the Patient: Students’ insights into the use of High Fidelity Silicone Patient Simulation. Journal of Clinical Nursing, 20(), 2752-2760. http://dx.doi.org/10.1111/j.1365-2702.2011.03795.x
Sportsman, S., Bolton, C., Bradshaw, P., Close, D., Lee, M., Townley, N., & Watson, M. N. (2009, Febuary). A Regional simulation Center Parnership: Collaboration to improve Staff and Student Competency. The Journal of Continuing Education in Nursing, 40(2), 67-79.
Traynor, M., Gallagher, A., Martin, L., & Smyth, S. (2010, December 9). From novice to expert: using simulators to enhance practical skill. British Journal of Nursing, 19(22), 1422-1426.
Tuoriniemi, P., & Schott Baer, D. (2008, March-April). Implementing a High Fidelity Simulation Program in a Community College Setting. Nursing Education Perspectives, 29(2), 105-109.

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