Thursday, July 14, 2011
Bridget K. Robinson, PhD, MSN, RN, RRT
Adult Health Nursing, University of South Alabama, Mobile, AL
Learning Objective 1: Discuss at least two benefits and limitation of using human simulation as an educational strategy in nursing
Learning Objective 2: Discuss evidence that supports a user-centered instructional design towards incorporating human simulation into undergraduate nursing education
As a profession, nursing is considered as both an art and a science based discipline. The art of nursing which is often likened to a “gut feeling” or “intuition” is an abstract concept that is not easily quantified and near impossible to teach. Although abstract, intuition is cited as the integral factor in preventing critical patient events. It is known the nursing intuition is enhanced with experience. Experience has been recognized as a key component to transforming the novice nurse to expert status. However, there are times when clinical instructors must forgo valuable teachable moments to ensure patient safety. Additionally, curriculum requirements and student/instructor ratios often interfere with the undergraduate nursing students’ opportunity for exposure to the patient setting prior to graduating. The simulated clinical setting presents a useful teaching strategy that overcomes these educational barriers. The purpose of this presentation is to highlight the evidence that supports the use of a user-centered instructional design towards incorporating human simulation into undergraduate nursing education. An educational strategy that enhances knowledge transfer, facilitates competence, and promotes safe practice among undergraduate nursing students.
Although human simulation has been established as a valuable method of instruction in medical/health education, there can be limitations associated with its use. Proper implementation and evaluation are integral component of effective evidence-based nursing education, which ultimately leads to safe and competent bedside care. Successful implementation of simulation is not guaranteed by the purchase and installation of sophisticated equipment alone. Without adequate preparation, simulation could be counterproductive, creating an unorganized and unrealistic learning environment that is not valued by students. To avoid a fiscal fiasco, colleges of nursing are encouraged to follow a relevant and valid instructional design plan through all phases of the HS educational experience. Additionally, nursing education research implications are discussed.
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