Considerations for simulation design are based on Benner’s model

Posted: July 7th, 2022

1. Compose at least 2-3 paragraphs all in APA format for each with proper references
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Week 5 Discussion Forum Prompt 1
Complete your week 5 required discussion prompts.
• Differentiate the characteristics of a successful and unsuccessful SIM program. How do you identify essential elements of a curriculum necessary to ensure best practices in the clinical setting? How can learning from the classroom be applied to the clinical setting through simulation?

Week 5 Discussion Forum Prompt 2
Prompt 2
• Considerations for simulation design are based on Benner’s model of moving from novice to expert. How can faculty design curriculum and simulation scenarios that become more complex and draw on previously learned coursework and clinical experiences? What strategies can faculty employ in the simulation environment that promotes student knowledge, skills, and abilities to prepare the professional nurse?

Week 5 Discussion Forum Prompt 1

Simulation in nursing education is a crucial component of preparing nurses for clinical practice. A successful simulation program should have several characteristics. One critical feature of a successful SIM program is the use of high-fidelity manikins, which simulate real-life scenarios and create a realistic learning experience for students. Another critical component is faculty who are knowledgeable and experienced in simulation pedagogy and can effectively lead the simulation sessions. Successful simulation programs also incorporate debriefing sessions, which allow students to reflect on their experiences and learn from their mistakes.

On the other hand, an unsuccessful SIM program lacks the essential elements required for a successful simulation experience. These programs often use low-fidelity manikins that do not provide an accurate representation of clinical scenarios, resulting in a less realistic learning experience. Additionally, inadequate faculty training and lack of experience in simulation pedagogy can lead to poor simulation sessions. Lastly, unsuccessful simulation programs lack a debriefing process, leaving students without the opportunity to reflect and learn from their experiences.

To ensure best practices in the clinical setting, nursing education curricula must incorporate essential elements that prepare students for practice. These elements include exposure to clinical scenarios that simulate real-life situations, the use of high-fidelity manikins, and the integration of debriefing sessions to reflect on experiences and learn from mistakes. Additionally, a strong curriculum should emphasize the importance of teamwork and communication, which are critical components of successful nursing practice.

Finally, learning from the classroom can be effectively applied to the clinical setting through simulation by providing students with an opportunity to practice skills in a safe environment. Simulation allows for the integration of theoretical knowledge into clinical practice, enabling students to understand the implications of their actions and the potential consequences of their decisions. Simulation also enables students to develop critical thinking skills and enhances their ability to make sound clinical judgments.

References:

Beyea, S. C., & Nicoll, L. H. (2018). Simulation-based learning in nursing education. Journal of Nursing Education and Practice, 8(12), 57-65.

Lasater, K. (2007). High-fidelity simulation and the development of clinical judgment: Students’ experiences. Journal of Nursing Education, 46(6), 269-276.

Week 5 Discussion Forum Prompt 2

Benner’s model of moving from novice to expert is a useful framework for designing simulation scenarios that become increasingly complex and draw on previously learned coursework and clinical experiences. Faculty can design a curriculum and simulation scenarios that incorporate this model by gradually increasing the level of difficulty and complexity of the scenarios, building on previous experiences and knowledge.

To promote student knowledge, skills, and abilities, faculty can employ several strategies in the simulation environment. One strategy is the use of feedback, which enables students to receive immediate and constructive criticism on their performance. This feedback can be provided by faculty or peers and can help students identify areas for improvement and build on their strengths.

Another strategy is the incorporation of interprofessional education (IPE), which provides students with the opportunity to work collaboratively with other healthcare professionals. IPE enables students to develop skills in teamwork, communication, and collaboration, which are critical components of successful nursing practice.

Finally, faculty can promote student knowledge, skills, and abilities by incorporating simulation scenarios that focus on complex and challenging clinical situations. These scenarios can require students to apply theoretical knowledge, critical thinking, and clinical judgment to make decisions that have significant consequences for patients. Faculty can also incorporate scenarios that challenge students’ cultural competency and understanding of health disparities, promoting an understanding of the unique needs of diverse patient populations.

In conclusion, designing simulation scenarios that become more complex and draw on previously learned coursework and clinical experiences is an effective way to prepare nursing students for professional practice. By employing strategies such as feedback, interprofessional education