A theoretical framework could be elucidated as a structure that can support a theory for a research topic. It describes and introduces the theory by explaining the reasons for the existing research problem (Bauman, 2013). It follows that there is need to develop a theoretical framework for the upcoming research problem. What is the research problem under discussion? The tutelage of health care experts “has not kept pace” with the problem started by the swift demographic revolution, new diseases, variations in the health care delivery system, and changes in technology. These calls for the application of computerized simulations that will help students and practitioners remain proficient in topical procedures devoid of endangering patient safety. This paper develops a theoretical framework for the research topic under discussion by focusing on the ethical considerations and the framework for simulation. Ethical Considerations To begin with, simulation is a technique used to amplify and replace real practices with guided skills that replicate or evoke elements of the real world in an interactive style. Several ethical considerations can help in using computerized simulation. First is the principle of justice, which is the appropriate treatment regarding what is owed or due to persons. This is because the principle of justice requires educators to inquire whether iniquity in social justice could be minimized through simulation (Jeffries, n.d). Secondly, the principle of autonomy has to be addressed when using simulation as an evaluating, learning, and teaching strategy. This owes to the reality that the principle of autonomy results in better-educated students (with a more humanistic attitude towards patients). Next is the principl... ... middle of paper ... ...ework for the research topic under discussion by focusing on the ethical considerations and the simulation framework. It sufficed to mention that there are six main principles under the ethical considerations for the research problem. These are the principles of justice, autonomy, beneficence, nonmaleficence, veracity, and compassion. All these principles have to be considered when designing a theoretical framework of a simulation study. The theoretical framework includes conceptual components such as participant factors, facilitators’ factors, educational practices, expected student outcomes, and simulation design characteristics. All these components have instruments that could be used to measure the different variables. For instance, The Student Perception of Effective Teaching in Clinical Simulation is used to measure both the extent and importance of variables.
The ethical issues that were presented in the simulation were very different in nature. In the first simulation, the ethical issue was regarding the care of a pregnant minor whose parents did not want pain medications were given or significant medical care to be delivered and the medical staff trying to give the minor the appropriate care for the patient without causing a potential lawsuit against the hospital (EthicsGame Simulation, 2016). The parents believed that the pain was punishment for their daughter getting pregnant at 16 and being unmarried (EthicsGame Simulation,
What connections can you make between what you are learning in class and what you observe in clinical practice?
The terms modeling and role-modeling are used differently than the usual definitions. Modeling accepts that each individual has a unique model of the world, built on prior experiences and impressions. Modeling is the process utilized by the nurse to appreciate the client’s world from their unique perception. This knowledge is collected and evaluated to plan interventions and goals that were determined from the modeling development (Erickson, Tomlin, & Swain, 1983). Modeling and role-modeling has been described as both an art and a science. It is considered an art due to the communication skills and the aptitude to design unique interventions. It has been rendered a science due to the accumulation and examination of the client data.
... simulations, which range from computer run screen simulations to physical simulations, are helping the medical trainees acquire high edge experiences from repetitive exercises of complex medical procedures. The skills and understanding derived from this kind of training is hopefully expected to improve the actual medical service delivery once the students graduate.
Since ethical dilemmas are not always easily answered through the use of The Code of Ethics, ethical decision-making models are effective tools that can assist nurses in dealing with ethical issues. Ethical decision-making models provide a framework for working through difficult choices. They seek to define the limits of what is morally acceptable and help clarify the guidelines for making those difficult decisions. Ethical decision making models assist nurses in analyzing situations by focusing on understanding the patient needs, need for responsiveness to circumstantial considerations, and recognizing the uniqueness of each situation.
It is quite obvious that morals, ethics and common courtesy are not enough to encourage the respect of patients in the educational atmosphere, as is seen in the story. I believe it is the responsibility of the medical school to encourage their teachers to demonstrate ways to connect with patients rather than just teaching the anatomy of health care. Teachers are supposed to be role models for students and if they are not taught to treat patients with respect, the only way they can learn that kind of skill is the hard way; through the loss of patients because of their feelings of irrelevancy at the doctor’s office, or through the complaints of people who are unsatisfied with their quality of health care.
Through this essential, I have been able to integrate biophysical, psychosocial, analytical, and organizational sciences into my area of practice as an educator. I learned to improve my advocacy and mentoring skills providing my students a non-judgmental learning environment. The clinical rotations often bring forth ethical dilemmas and through debriefing the students and this writer are able to advocate for the patient. Organizational and Systems Leadership for Quality Improvement and System Thinking are critical for improving quality patient outcome. The DNP program prepares the graduate to evaluate practice approaches based on scientific research findings. Because, I education student nurses; I have the responsibility to keep up with new best practices in healthcare, and transfer this knowledge to the students. Clinical Scholarship and Analytical methods for Evidence-based Practice, I have been able to develop a PIOCT question and review the literature of the value of simulation labs. However, my question may have to be reframed for there were few studies that demonstrate to the percentage of time spent in simulation versus transitional clinical rotation. Information system/technology and Patient Care Technology and patient Care Technology for the Improvement and Transformation of
Modeling role modeling is used in nursing education, practice and research. It encompasses the patient’s viewpoint and understanding of nursing processes. As reported by Parker, (2007) more research is needed to thoroughly develop and strengthen essential modeling in influencing patient care. Evaluations by researchers may be the essential in developing proper modeling examples for future nursing practice and assuring health care team practices are according to the highest of ethical standards.
Across the nation many nursing programs are facing clinical site shortages for their students. The hardest hit population is the license vocational nursing (LVN) students. Many hospitals are trending toward achieving “Magnet Status” for their institutions. Therefore, LVN students are no longer allowed to complete their clinical training in several hospitals. This action forces many nursing programs to seek alternative methods of clinical instruction. In years past simulation training was used as an aid to facilitate learning. Today, for many nursing programs scenario based simulation is the only option for learning patient care.
Back when I attended a local community college for my ADN degree, there were only sixteen of us in my class. Even with having two local hospitals and several long-term care facilities for clinicals, not every student in my class was able to insert a Foley catheter in a real patient. Simulations allow for opportunities to repeatedly practice a skill such as Foley catheter insertion without endangering a real patient. It also allows the student to become proficient and develop self-confidence (Hicks, Coke, & Li, 2009). High-fidelity mannequins can be programmed with numerous case scenarios and the situation can be changed based on the student’s actions which forces the student to anticipate potential problems (Hicks, Coke, & Li, 2009). In a simulation setting, a teacher can intervene, make corrections, and give explanations to the student while they are attempting a skill without creating an awkward scene in front of a live patient or creating doubt in the patient’s mind about the quality of the school’s students, graduates, and future
On the other hand, I learned new concepts and terms. Simulation repeats some essential aspects of patient situation so that the situation may be understood and managed when it occurs in real clinical practice. Students in the school of nursing use the simulation learning center to learn and get experience in the field. The simulation is an educational process that requires the learner to demonstrate procedural techniques, decision making, and critical thinking. I learned that a simulation experience allows students to critically analyze their own actions and reflect on their own skill set. As a nursing student, I learned you have to complete clinical hours and practice in the simulation learning center. To become a certified nurse there are many training courses, exams to pass, and in the field experience to complete. Health professionals such as a nurse,
Okuda, Y., Bryson, E. O., DeMaria Jr., S., Jacobson, L., Shen, B., Levine, A. I., & Quinones, J. (2009). The utility of simulation in medical education: What is the evidence? Mount Sinai Journal of Medicine, 76(4), 330-343.
experimental proxy of what a patient is supposed to do in real life. The study will cross-subject
While demonstrating how these ethical theories could be applied to different scenarios, I was also able to learn how to and the importance of developing different ways of thinking in order to analyze and facilitate ADR sessions. Through the course, several assignments were instrumental in helping to accomplish this goal. Some of those assignments were: (1) Assignment 5: Comparing Ethics Practices, (2) Assignment 7: Ethical Egoism and Ethical Kenosis, (3) Assignments 9, 12, & 15: Case Analyses, (4) Assignment 14: Virtues of all Virtues, and (5) Assignment 16: Religious Perspectives of Teri Schiavo Case.
From a theoretical perspective, simulation experiences allow for experiential learning through interactive behavioral experiences that have various levels of realism to patient factors. Research into issues with human patient simulators center around cost and access to HPS and training, limited training of instructors and operators, and continued restriction toward realism (Issenberg & Scalese, 2008; Jeffries, 2012). However, simulation experiences require cognitive ability such as critical thinking, decision-making, and reflection by the students (Jeffries, 2012; Nehring, Ellis, & Lashley, 2001), which could be problematic in some