Simulation

Prior to the lesson this week, I was very pro simulation experiences for students, not identifying many negatives to this form of teaching. However, after reading the articles presented, I have come to realize the complications simulation can cause. Prior to the readings, I thought simulation would be a great evaluation tool. This way of thinking was supported by the QSEN  website.  After reading the article by Onello and Regan (2013), I now understand how using simulation as an evaluation tool can be complicated. For one, evaluation utilizing simulation has not been standardized. One school may have a specific set of criteria to claim competency in a skill or procedure. Yet, another school may require a more in depth evaluation.  Onello and Regan also discussed how simulation is causing students to by hyper-aware of patients deteriorating quickly, especially in rarely seen conditions. I find this fascinating because when students arrive on units as beginning students now, they are very timid around patients that are not doing so well. They tend to stand back, instead of being able to name off and complete appropriate assessments. While recognizing the signs of patients’ decline, most patients do not. The assumption and hyper-awareness they might can do a great disservice to students. Students will begin using so much time and energy expecting the patients to decline, instead of providing the patient with the things they need to progress. For instance, if a patient is about ready to be discharged and needs education on new medications and a new home routine, the students may miss this because their time and energy is being spent on assuming the patient is going to decline.

In Dr. Porter's class, we had to complete modules from the University of Washington on proper simulation set-up and initiation. While I did not complete all modules, I learned quite a lot from those I did. I believe all universities should have faculty complete similar modules before initiating a simulation program.