Using Simulation to Enhance Critical Thinking in Nursing Students - Annotated Bibliography Example

Using Simulation to Enhance Critical Thinking in Nursing Task Using Simulation to Enhance Critical Thinking in Nursing Students Annotated Bibliography KirkPatrick, M. & Bulla, S. (2010). Real stories of nursing: the quest for Magnet recognition. London, UK: Jones & Bartlett Learning publishers. The author exemplifies a pilot program aimed at discovering the effects of simulation in enhancing decisive thinking of nurses towards ensuring better patient care. The purpose of this study was to access the role of simulation towards improving choices and techniques in today’s multifaceted health arena coupled with rapid technological advancement and resource constraints that has put more pressure on the few nurses. In this view, the study was conducted to enable the few nursing personnel to make accurate and effective decisions in support of patience quickly to improve service ratio and to cover more patients. A simulation quasi experiment was used to conduct the investigation where 30 participants took the “California critical thinking test” (CCTST). They were arbitrarily assigned three critical assessment sessions over a period of 2 months in a simulation lab. This allowed the teams to develop vital patient simulative thus advancing their medical thinking in provision and attending to patients effectively. Indeed patient ratio to nursing staff remains a great challenge in the world; however with adequate critical thinking support nurses cam adopt simulative techniques to identify and understand patients needs promptly and give priority response. It is clear from the this that the efficacy in delivering nursing services has greatly advanced with the enhancement of critical thinking and is currently hoped to be adopted by new graduate nurses to enable them make sound clinical decisions to deliver nursing care. Campbell, S. & Daley, K. (2008). Simulation scenarios for nurse educators: making it real. New York, NY: Springer Publishing Company The authors identify the role of educators in making simulation real in the nursing sector. Educators can employ simulation-based pedagogy to transform nursing teaching through development of decisive thinking. The aspects of this book covered diverse areas in nursing, which includes the changing needs for nursing education in the current technological multifaceted setting, meeting the challenges of clinical placement, challenges and benefits of integrating simulation techniques in nursing curriculum with proper evidence. This focuses on the importance of faculty role in embedding simulation techniques to students with the view to develop critical thinking. The simulation study was conducted over a period of 5 months in a nursing institution where study of learners exposed to the technique and the ones with no exposure by tutors were sampled. It is evident that tutors should use complex simulative samples and test in their daily teaching to engage students mind in coming with appropriate solutions to the problem posed. This is critical since it allows students to be able to engage their mind to come up with timely clinical solutions in their practice. The book explored the importance of this technique especially in this complex nursing surroundings and the need by tutors to instil it in learning institutions. It also provides a noble idea based on the findings that simulation techniques should be incorporated in nursing curriculum to enable comprehensive and systematic exposure to decisive thinking in the medical sector. Keating, B. (2010). Curriculum Development and Evaluation in Nursing. New York, NY: Springer Publishing Company. The book evaluates the current care scheme to the role of simulation according to their history, regulating issues, ethics and contributions to health care system. The literature recognises the need to have and develop proficient nurses with high critical thinking fidelity to ensure growth in the sector and provision of timely services. The idea is to use integrated fidelity simulation techniques and practices to improve student’s skills, performance and thinking ability. It also equips students with superior practices and leadership in nursing to enable development of proficient judgemental skills in healthcare matters to ensure quality decisions. The book provides adequate insight on nursing goals, which is to prepare highly competent and empathetic nurses with good morals and ethics to deliver professional nursing care. This critically, enhances the need to integrate fidelity simulation techniques in the curriculum to aid realisation of this objective. The book therefore gives vital and necessary information to educators and students to relate the principle of fidelity simulation skills to enable decisive thinking on fidelity health matters. Kyle, R. & Murray B. (2008). Clinical simulation: operations, engineering, and management. Washington D.C: Academic Press This literature was written with the purpose to ease clinical learner critical thinking capacity and competence. It was conducted in three levels borrowed form simulation technique where learners were exposed to patients of whom they were to study at different intervals and make informed opinion on their disease status without conducting initial examination. This technique is regarded vital as it enable nurses to develop skills that would enable them fatly identify what patients suffer from based on the extrinsic symptoms. This is critical in offering good management to patients by ensuring early distinctive symptoms of patients suffering from common diseases, which can easily spread without proper isolation. It also focuses on providing initial critical care drive to patients and effective skill development and clinical judgement capability. The reporting skills and learners innovativeness explored in this literature provides valuable basis of nurturing young nurses to be able to accurately asses’ patients and make well versed decisions without technological support. Ball J. (2010). Nursing Informatics: Where Technology and Caring Meet.   London, UK: Springer Ball asserts that nurses and nursing students are in a delicate career that deals with protection and provision of care services to patients. Therefore, they need to critical thinking skills to enable their efficient implementation of learned skills accurately. It explores the use of simulation software (second life and micro sim) that allows students to practice necessary implementation skills prior to practicing in alive set up. The simulation software utilization ensures constant assessment of students with the view to ensure achievement of accurate clinical choice making, information management and facts examples for current clinical practice. It allows for quick evaluation of scenarios and skills in the laboratory like setting someone with vital signs and specific lung sounds similar to those performed in health assessments. It allows quick reinforcement of positive outcomes with students and further provides good opportunity for best practices in patient care. Integration of simulation software as asserted in the curriculum provides learners with multiple opportunities for effective learning procedure and mastering of informatics required for nursing graduates. Nursing scholars also asserts that critical thinking is a paramount asset for high-quality patient care especially in technological environment which absolute accuracy in patient’s assessment and care is needed. Martha J. & Arlene J. (2011). Innovative teaching strategies in nursing and related health Professions. New York, NY: Jones & Bartlett Publishers. Decisive thinking scenarios are appropriate and are significantly facilitated using laboratory skill experiences when students work in groups to deliver needed patient care through participation in simulation. It is clear that detailed attainment of relevant acquaintance and skills form an important component of the educational curriculum for healthcare professionals. Nurses must always be capable of performing basic procedures like wound care, intravenous therapy and endotracheol sanctioning using skill laboratory. These and other integral patient care skills are learned and practiced before implementation on clientele by collective simulation technique. The literature deeply explores group simulation devices such as intravenous insertion simulators, video libraries and computer services. The use of these training devices towards attainment of accurate results can easily be tenable through effective simulation of learners into specific groups where they share operative ideas. It is therefore an important venture aimed at improving learners thinking ability towards making accurate choices of device utility in clinical set ups. Westwood, J. (2006). Medicine meets virtual reality 14: accelerating change in healthcare: Next Medical Tool Kit. Amsterdam: IOS Press Learners in an interactive space easily master skills and procedures by taking the role played by either physician or established nurse within a virtual medical healthcare delivery system. Medical researchers assert that medical simulation sharp skills may help to reduce healthcare errors. For example, surgical error by detailed screening of potential surgeon assistants for demonstrable aptitude by ensuring initial surgical training, promotion of quality nursing education through reproducible process, enabling periodic assessment of acquired surgical skills and maintaining proficiency through rehearsal of complex patient surgical procedures. These experiences are critical towards enhancing learner’s surgical philosophy and are designed to meet current cognitive care ethics. Wilson L. & Rockstraw L. (2008). Human Simulation for Nursing and Health Profession. London, UK: Springer Publishing Company Wilson in his literature provides a detailed understanding on how simulation techniques enhance the integration of high-quality values and thinking of patient care. To provide relevant nursing care nurses need good critical knowledge and understanding applicable to distinctive patients to assist them in getting necessary relief. Instruction and erudition in simulation provides security mechanisms for both practitioners and patients with exiting opportunity for repeated deliberate practice with the intent to get better patient safety and outcome. In this regard, critical self-reflection in debriefing is a mechanism to translate learner knowledge from simulation to authentic clientele experiences. It is clear through the books that critical expression on life experiences significantly boosts individual’s ability to design best ways of ensuring safety in clinical environment. Bulla, A. & McLaughlin, K. (2010).Real stories of nursing research: the quest for Magnet recognition. New York: NY. Jones & Bartlett Learning. In this literature, Bulla and McLaughlin assert that the attention to promotion of better decision-making by enhancing critical thinking skills of nurses is vital in the current complex healthcare arena. This is because of the high patient acuity, technological advancements, reimbursement constraints, and staffing shortages, which contribute to the high pressure on newly graduate nurses. The experienced writers further stress that, simulation upgrade critical thinking skilfulness, and aid in the facilitation of new nurses learning and addressing challenges better. In their researches, the writers assessed the competence of usage of stimulation in teaching critical thinking skills to new graduate nurses. In the book, they stated that better equipping of graduate nurses to make sound decisions by the utilization of critical thinking ability, could upgrade the management of the usual challenges in patient care and the very demanding crises that frequently occur in an academic medical centre. The writers are aware that critical thinking allows for timely, organized, and safer interpretation and integration of dynamic patient are information. Lashley, R. & Nehring, M. (2010). High-Fidelity Patient Simulation in Nursing Education. New York: NY. Jones & Bartlett Learning. Nehring and Lashley offer sane advice by giving solution to growing concerns connected to many issues in the healthcare sector. They stress that high-fidelity clientele in nursing program and hospital is vital. The simulators serve as adjustments to instructive learning, represent the closest possible technology to real patients and allow for repetitive hands-on learning in safe environment where mistakes can be safely made. The book further talks about how nursing persons who partake in stimulation gain experience and confidence in making critical choices in heightened care situations where time skills often have critical consequences. The writers are aware that such technology for nursing education has existed essentially since a decade ago. Given that high fidelity patient stimulation is gaining a respected place in the nursing education and practice, it is vital that nurse educators be familiar with what the technology can do and how to use it. University of New Hampshire. & Britt, K. (2009). New graduate nurses perceptions of simulation training. ProQuest. The experienced writers know that graduate nurses enter vocation with basic critical thinking skills and have negligible familiarity in applying learned concepts into clinical practice. The writer have given helpful advice in their book, that nurses need to make essential clinical decisions about patient care, deliver excellent patient care and be accountable for positive patient outcomes. They are also aware that new nurses have little time to practice critical thinking and decision-making skilfulness attributable to time and resources restraints. Many institutions consequently integrated the use of simulation in their programs. In the chapters of the book, the authors tried to show their readers how simulation can be activities that mimic reality of clinical environment, and how it provides students the opportunity to learn and practice nursing concepts with immediate feedback about how their performance, knowledge and decision making guide them towards desired learning outcomes. Rockstraw, L. & Wilson, L. (2011). Human Simulation for Nursing and Health Professions. New York: NY. Springer Publishing Company. Careful planning in the building of a human simulation laboratory is required for the efficient usage, proper professional, actor flow, and clinical education and assessment of participants. In this book, the authors stress that building simulation laboratories, developing and organizing designing team will help in the provision of a deeper understanding of all considerations of planning and result in building a high-quality simulation centre. The qualifications and experience of the design team associate must embrace prior simulation familiarity in the areas of SP simulation and health examination room. Suplee, D. & Garner, R. (2010).Handbook of clinical teaching in nursing and health sciences. New York: NY. Jones & Bartlett Publishers. The authors indicate that an educator can influence students and possess tremendous opportunities to guide and influence their practices. They can achieve this with simulation. Simulation is an educational component that can improve clinical learning as described in the literature. Clinical faculty affiliates with expertise in the usage of simulation are highly in demand. In some academic settings, clinical faculty affiliates are receiving supplementary instruction to use simulation and other technological advanced teaching in a variety of clinical specialties. Simulation can aid nursing students in the development and employing decisive thinking and decision-making proficiency. Rauen, A. (2008). Simulation as a teaching strategy for nursing education and orientation in cardiac surgery. Citicalcarenurse. Vol24. Iss 3: p 46-51 The emphasis in stimulation is often on the application and integration of acquaintance, skills, and critical thinking. Contrasting a classroom situation, simulation makes a learner to function in a similar environment to clinic. It is a useful instruction approaches in clinical education. Learning complex skills basing on simulation is a technological advancement. Using simulators, students improve by reacting to questions and choosing treatments. This technology makes the students to think critically in the data analysis and making responses. The authors affirm that simulation should be used since it is an excellent teaching strategy for many skills especially for critical care nursing. Learning in adults is very successful when the environment is participative. Simulation is technique of education, which allow learners in the utilization of theory to act in an elemental way. If the simulation displays more than one event at a time, nurses discover to recognize relationships necessary and regular in clinical practice. Hoess, V. (2009). Nursing and clinical informatics: socio-technical approaches. New York: NY. Idea Group Inc (IGI). Hoes focuses on teaching technologies that has potential for creating online community and facility for teaching human, interaction skills to nurses. These are simulation instruments, which are designed to endorse critical thinking in traditional nursing students, adapted face-to-face use of simulation for online health studies course. The writer acknowledges the challenges that teachers face when teaching such technologies. For example, when students live in different time zones this can acquire some careful timing and selection of the activity so that no one is at unreasonable hour. Additionally, it does take great organizational skills on the part of the teacher to ensure everyone understands the exercise. Gaberson, B., Oermann, M. & Oermann, H. (2010). Clinical teaching strategies in nursing. New York: NY. Springer Publishing Company. The literature asserts that in nursing, simulation aids in teaching “clinical decision-making and critical care”. Other clinical specialties are using simulation to provide more structured understanding for students and staff obstetrics and neonatal nursing. Patient simulator has increased due to the inferior cost of the paraphernalia and software, and the acceptance and encouragement of this teaching method by leaders in nursing. Using “simulation-based pedagogy” empowers students to incorporate psychomotor, critical thinking, contact skills and gain self-efficiency prior entering the clinical setting, although research provides inconsistent results when attempting to measure the outcomes. The authors further state that simulation offers an opportunity for elevation and consideration of student skills for faculty members with option for remediation and continued learning. The active learning components of simulation equally appeal to many students today helping them to engage in the learning process. References Ball J. (2010). Nursing Informatics: Where Technology and Caring Meet.   London, UK: Springer Bulla, A. & McLaughlin, K. (2010).Real stories of nursing research: the quest for Magnet recognition. New York: NY. Jones & Bartlett Learning. Campbell, S. & Daley, K. (2008). Simulation scenarios for nurse educators: making it real. New York, NY: Springer Publishing Company Gaberson, B., Oermann, M. & Oermann, H. (2010). Clinical teaching strategies in nursing. New York: NY. Springer Publishing Company. KirkPatrick, M. & Bulla, S. (2010). Real stories of nursing: the quest for Magnet recognition. London, UK: Jones & Bartlett Learning publishers. Keating, B. (2010). Curriculum Development and Evaluation in Nursing. New York, NY: Springer Publishing Company. Kyle, R. & Murray B. (2008). Clinical simulation: operations, engineering, and management. Washington D.C: Academic Press Lashley, R. & Nehring, M. (2010). High-Fidelity Patient Simulation in Nursing Education. New York: NY. Jones & Bartlett Learning. Martha J. & Arlene J. (2011). Innovative teaching strategies in nursing and related health Professions. New York, NY: Jones & Bartlett Publishers. Hoess, V. (2009). Nursing and clinical informatics: socio-technical approaches. New York: NY. Idea Group Inc (IGI). University of New Hampshire & Britt, K. (2009). New graduate nurses perceptions of simulation training. ProQuest. Rauen, A. (2008). Simulation as a teaching strategy for nursing education and orientation in cardiac surgery. Citicalcarenurse. Vol24. Iss 3: p 46-51 Rockstraw, L. & Wilson, L. (2011). Human Simulation for Nursing and Health Professions. New York: NY. Springer Publishing Company. Suplee, D. & Garner, R. (2010).Handbook of clinical teaching in nursing and health sciences. New York: NY. Jones & Bartlett Publishers. Westwood, J. (2006). Medicine meets virtual reality 14: accelerating change in healthcare: Next Medical Tool Kit. Amsterdam: IOS Press Wilson L. & Rockstraw L. (2008). Human Simulation for Nursing and Health Profession. London, UK: Springer Publishing Company Read More