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Simulated Learning Experiences

            Simulated clinical experiences enhance learning. A simulated learning environment provides a safe and efficient acquisition of clinical skills (Mendoza-Maldonado & Barria-Pailaquilen, 2018). It also serves as an efficient alternative when there may be limitations to for clinical practice in certain areas (Mendoza-Maldonado & Barria-Pailaquilen, 2018). In this week’s discussion, implementing simulation learning experiences will be explored.

Past Learning Experience

 In nursing school, I can remember being taught the respiratory and cardiac units in class. The objectives were identifying abnormal breath sounds and heart tones respectively.  In the respiratory unit, I can recall the instructors telling us to auscultate each other’s lung sounds. She stated that we had to know what normal breath sounds sounded like before we could identify abnormal breath sounds. That statement is true but we could have benefited more from high-fidelity patient simulators (HFPs). According to Bradshaw and Hultquist (2017), HFPs generate observable responses from a mannequin and allow students to interact with the simulator as they would an actual patient. Additionally, the cardiac unit could have benefitted from a simulation lab. As a nursing student, having HFPs would have enhance the heart tones. I was not able to identify abnormal heart tone until I graduated from nursing school. I found myself “googling” abnormal heart tone to refresh my recollection of what was taught in nursing school and how to identify them.

Utilizing Simulated Clinical Labs

 In retrospect, I believe that HFPs would have prepared me more for the clinical experience. “Simulation may be useful to precede, complement, or replace actual clinical experiences” (Bradshaw & Hultquist, 2017, p. 248). Simulated learning experiences are beneficial to learning. Nurse educators can use simulations to educate future nurses using the latest technology. The future will provide us with advances in technology that will improve realism and a thorough learning experience (Bristol & Zerwekh, 2011).

Bradshaw, M. J., & Hultquist, B. L. (2017). Innovative teaching strategies in nursing and related health professions (7th ed.). Burlington, MA:  Jones and Bartlett

Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia, PA:  F. A. Davis Company

Mendoza-Maldonado, Y., & Barría-Pailaquilén, R. M. (2018). Simulated learning environment experience in nursing students for paediatric practice. Enfermería Clínica (English Edition), 28(3), 205–209. doi: 10.1016/j.enfcle.2018.02.003

In today’s fast-paced and global community, most organizations are faced with constant change. Research contemporary organizations that are currently responding to a significant change within the industry, (preferably an organization in healthcare)such as disruptive technology; state, government, or industry regulations; environmental constraints; judicial or legislative rulings; etc.

Choose one organization from your research that has recently responded to major change, or is currently responding to change. Write a paper (1,250-1,500 words) discussing how well the organization is responding to the change dynamics. Include the following:

1. Describe the organization and the change to which it is responding.

2. Discuss the degree to which the change has been disruptive and how the organization has responded to the dynamics created by this change.

3. Evaluate the strategies the organization used in its change plan and determine the level of success the organization experienced with the strategies.

4. Determine the effect the change had on stakeholders, and to what degree stakeholders have resisted. Assess how well stakeholder resistance was addressed.

5. Evaluate the overall implications the change had on interdepartmental collaboration.

6. In your opinion, how well did the leaders of the organization respond and prepare for the change? What worked and what did not work with the strategies they implemented?

7. What modifications would you suggest the leaders of the organization make in order to better address the change dynamics? What additional strategies would you recommend to assist the organization through this change?

 A life review is a phenomenon widely reported as occurring during near-death experiences, in which a person rapidly sees much or the totality of their life history. It is often referred to by people having experienced this phenomenon as having their life “flash before their eyes”. Life review therapy involves adults referring to their past to achieve a sense of peace or empowerment about their lives. While life review therapy isn’t for everyone, there are certain groups of people it may benefit. This type of therapy can help put life in perspective and even reveal important memories about friends and loved ones. Therapists center life review therapy around life themes or by looking back on certain time periods. These include childhood, parenthood, becoming a grandparent, or working years. Teachers often ask their students to conduct life reviews with older adults or loved ones. Students may wish to record, write, or videotape these sessions for sharing purposes in the future. There can be benefits for families when their loved one participates in life review therapy. The family may learn things they never knew before. Saving these memories through video, audio, or writing can be a treasured piece of family history. Therapists also use life review therapy to treat depression in older adults. And a doctor may use life review therapy to accompany other medical treatments, such as medications to reduce anxiety or depression. Life review therapy can promote improved self-esteem. People may not realize the significance of their accomplishments—from raising children to being the first person in their family to earn a college degree. Reminiscence in skilled hands may be a useful adjunct when caring for older individuals. The individual may benefit psychologically from a feeling of increased self-esteem and control. Staff must clearly establish a modality in which to utilize reminiscence; goals must be set. Problems that may result from uncovering certain memories must be carefully dealt with and may even require the assistance of a skilled psychotherapist. Additional research is necessary to improve our understanding of this potentially useful international tool. 

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 A life review is a phenomenon widely reported as occurring during near-death experiences, in which a person rapidly sees much or the totality of their life history. It is often referred to by people having experienced this phenomenon as having their life “flash before their eyes”. Life review therapy involves adults referring to their past to achieve a sense of peace or empowerment about their lives. While life review therapy isn’t for everyone, there are certain groups of people it may benefit. This type of therapy can help put life in perspective and even reveal important memories about friends and loved ones. Therapists center life review therapy around life themes or by looking back on certain time periods. These include childhood, parenthood, becoming a grandparent, or working years. Teachers often ask their students to conduct life reviews with older adults or loved ones. Students may wish to record, write, or videotape these sessions for sharing purposes in the future. There can be benefits for families when their loved one participates in life review therapy. The family may learn things they never knew before. Saving these memories through video, audio, or writing can be a treasured piece of family history. Therapists also use life review therapy to treat depression in older adults. And a doctor may use life review therapy to accompany other medical treatments, such as medications to reduce anxiety or depression. Life review therapy can promote improved self-esteem. People may not realize the significance of their accomplishments—from raising children to being the first person in their family to earn a college degree. Reminiscence in skilled hands may be a useful adjunct when caring for older individuals. The individual may benefit psychologically from a feeling of increased self-esteem and control. Staff must clearly establish a modality in which to utilize reminiscence; goals must be set. Problems that may result from uncovering certain memories must be carefully dealt with and may even require the assistance of a skilled psychotherapist. Additional research is necessary to improve our understanding of this potentially useful international tool. 

Read Chapter 9

1. Try taking a different route to class the next time it meets. Before you do this, think about how many changes, large and small, you will have to make to do this.

a-Will you have to leave earlier to be in class on time?

b-Will you meet different people on your way to class?

c-See different sights?

d-Would you change your route to class on the day of the final exam?

e-Why or why not? Summarize the positives and negatives of this small change. Relate your responses to this change to the way staff nurses feel when an administrator makes what he or she thinks is a “minor” change.

2. Think about a change that has occurred in your life. Some examples may be a change of role, a move, a marriage, a birth, a divorce, or a death.

a-How did you react to the change?

b-Would you have reacted differently if you had had more information?

c-Using Lewin’s model, describe the basic elements in the situation and how you eventually achieved a comfortable outcome.

The Affordable Care Act was signed into law by President Barack Obama in March 2010. Many of the provisions of the law directly affect health care providers. Review the following topic materials:

1. “About the Affordable Care Act”
2. “Health Care Transformation: The Affordable Care Act and More”

What are the most important elements of the Affordable Care Act in relation to community and public health? What is the role of the nurse in implementing this law?