Monday, 9 November 2015
New nurses often struggle with delegation tasks upon graduation and one way to overcome this struggle is to apply what is learned in texts into the classroom by practice/experience. Nursing is a field of education heavily laden with experiential learning; we “practice what we preach” so to speak. Teaching in the classroom time is spent mostly on topics such as theory, pathophysiology, pharmacology, biology, chemistry, anatomy & physiology, etc. When it comes to clinical (time that is spent with patients), students are to be ready to produce a skill set that build upon the classroom learning. However, as students progress in their education, more critical thinking is required. This is an opportunity for simulation. This is incorporates high-definition mannequins that respond to clinical scenarios based on students’ actions and priority setting. For instance, if a student chooses the patient care incorrectly, the patient (mannequin) may code at any minute. This application of experiential learning, leveraging technological advances, gives the student the opportunity to build upon their concrete learning and become more proficient critical thinkers; the skills necessary to pass their credentialing exam – National Credentialing Licensing Exam (NCLEX). The purpose of this case study is to illustrate how one simulation strategy was used to strengthen critical thinking, delegation and skills in a nursing leadership course.