N582 Module 5: Activity-Based Teaching and Simulation – Best Solved Essay
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Critical Thinking Exercises:
For a relatively simple psychomotor skill, use the mental practice process to analyze the skill and separate it into sequential steps. Write out the full instructions that the learner would need to follow to successfully complete the task.
Develop a case study that would be appropriate for undergraduate nursing students. Follow the steps listed in DeYoung (p. 108-111), using the example on p. 110-111 as a model…
Solution
N582 Module 5: Activity-Based Teaching and Simulation
Introduction
Nursing education consists of classroom theory and clinical practice components covering the three learning domains of cognitive, affective and psychomotor skills. Most importantly, the nursing skills laboratory (N.S.L.) plays a vital role in the training of psychomotor skills since its primary function is to facilitate the teaching of psychomotor skills together with nursing care in safe surroundings. Through simulation, the student nurses have the opportunity to learn psychomotor skills as well as a combination of theory and practice. These learners experience not only experience self- learning but also get adequately prepared for real-life clinical scenarios when they use simulation and other activity-oriented learning with mannequins and interactive audiovisual platforms (DeYoung, 2015). Additionally, the students’ critical thinking and decision-making skills using a variety of techniques, which include but are not limited to role-playing are activities designed to nurture skills and mimic real-life clinical surroundings. As such, when a nurse educator utilizes activity-based teaching and simulation, the students acquire the desired skills besides offering a positive learning experience. Consequently, this paper explores the use of activity-based teaching and simulation in nursing education. To achieve the goal, the paper examines critical thinking exercises coupled with professional development aspects of nursing education.
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Critical Thinking Exercises: Use of Mental Practice Process to Analyze Skill
Bauerle, Brinch & Navoyski (2016) define the mental practice as a type of preparation or training process in which the subject engages in the cognitive rehearsal of a given task before, after or during opportunities of the task performance. A typical application of the mental practice process is occurs when musicians spend a considerable chunk of their time mentally rehearsing both bars and verses accompanied with finger placements in between the lessons or when athletes to visualize the sequential steps required of them to perform in their sport.
As a useful teaching strategy to be used in a student’s psychomotor skills, mental practice process capitalizes on the variables of psychomotor. The classification of the progressive development of skills involves imitation, manipulation, precision, articulation and naturalization. For the learner to imitate, they have to be motivated through the atmosphere created by the teacher, which is puzzling or arouses the learner’s curiosity. The desire to manipulate emanates from the demonstrations the learner experiences and which enhance their psychomotor skill acquisition. Step 3 entails physical practice, which plays a crucial role in sharpening their precision in the targeted task performance while knowledge of results and timely feedback is needed to close the learning loop. The rate at which a skill develops greatly depends on the precision and frequency of knowledge of results to articulate the skill learned. The fifth and last sequential step is naturalization, where the learner enhances their psychomotor skill retention through the persistence of skill proficiency. (Bradshaw, & Lowenstein, 2014). For the learner to complete a given task, the learner has to learn, see, practice, prove, do and maintain the skill learned (Sawyer et al. 2015).
A Case Study Appropriate For Undergraduate Nursing Students
The growth and expansion of the use of technology in healthcare clinical practice and classroom learning environments cannot be underestimated. Among them is the use of simulation technologies with clinical scenarios, one of which is described below. As teaching strategy simulation mimics reality while simultaneously linking theory to practice
Case Study # 1-Simulation 1 – Living with Parkinson Disease
Mr. Alvin is a 65 –year old African American being examined by a specialist in movement disorders. His place of birth was Midwest and living with both parents and his two siblings.
Patient Data Weight 71kgs, height 6 feet 1 inch. D.O.B- June 25 1935. The patient has no known allergies.
H.P.I.; Patient admits shuffling gait and tremors.
Social history; Married for 33 years has three children and two grandchildren.
Past medical history; had high blood pressure, anxiety.
Past surgeries: hernia in 1965
Occupation: retired rancher;
Childhood illness; the usual ones;
Hospitalization; denies the previous hospitalization.
Current medication taken; prescribed multivitamin one tablet daily.
He is an occasional drinker.
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Learning outcomes
By the end of the lesson, the learners should be able to improve nursing by engaging actively.
Description of a clinical situation that could reasonably be translated into a simulation
The patient presented with high B.P. urinary retention and hypoactive. Patient confesses to having difficulties in rushing teach wife reports the husband is the depressed and withdrawn son- law believes Mr Alvin should be taken to a nursing home.
Expected nursing action: Take a full test of the vitals. The virtual simulation modelling and simulator type will be used because it involves real people operating a simulated system. I envision my role is to prepare the students for nursing practice while the psychomotor skills to achieve will be taking the vitals, drawing, and administering medication for elderly Parkinson disease patients. In the structured debriefing, I would include the four stage-structured debriefings by having a meeting where the students describe the things that occurred and express their feelings. This would follow the session on positive reinforcement then analysis of the structured thinking and lastly have a summary (Coutihno, Martins & Pereira, 2016).
A sample statement that would guide an undergraduate nursing debate is terminally ill patients who are mentally sound and competent to make decisions should if they wish to request for physician-assisted for euthanasia.
Professional Development: A Game to Help Learners Review the Instructional Methods Discussed In This Module
The instructional method used to teach any topic in nursing calls for some creativity and imagination if the interest of the students/ learners is to be captured and retained. The game selected in this topic is known as The Ward and was first developed and used in the U.K. in the early years of the 21st century (Stanley & Latmer, 2011). The ward sets out to explore the critical thinking skills using a variety of simulated activities within the context of an in-class game. The demands considerable preparation and entails five significant components. The first is known as the set up where the learners are encouraged to set themselves into teams of selected –selected members up to a maximum of town individuals. In a class of 100, each group stands for a ward/unit whose success relies on the choices and selection made throughout the game. The second component involves each team fill out a score sheet while the third component is where the teams consider an appropriate role for their respective members within the ward. Fourth, the game starts with routine activity rounds. The Ward Management Challenge follows the activity rounds where every team is required to respond to a shift coordinator’s request for one of the junior members to be reassigned to another team due to nursing shortages. Other activities within this fifth and last stage include the Anatomy Challenge to administer aggressive clinical interventions with a Bonus Challenge concluding The Ward Game. Scores are then tallied and the winner declared.
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Conclusion
The use of advanced technology in activity-based teaching by both high and low fidelity instruction approaches. The essay has also found that context-based skills like psychomotor skills can be developed using mental practice process. The N.S.L. benefits the students by facilitating the training of the students in various skills. The essay has wound up by presenting The Ward as a nursing game that was developed and can still be used today to review a wide range of topics and subjects covered in nursing education. The essay acknowledges The Ward as a useful simulation exercise and can effectively help to close the gap between theoretical perspectives with clinical practices.
References
Bauerle, T., Brnich, M. J., & Navoyski, J. (2016). Exploring virtual mental practice in maintenance task training. Journal of Workplace Learning.
Bradshaw, M. J., & Lowenstein, A. J. (2014). Innovative teaching strategies in nursing and related health professions (6th Ed.). Boston: Jones & Bartlett. (Chapters 12, 13, 14, 15, 16, and 17)
Coutinho, V. R. D., Martins, J. C. A., & Pereira, F. (2016). Structured debriefing in nursing simulation: students’ perceptions. Journal of Nursing Education and Practice, 6(9), 127-134.
DeYoung, S. (2015). Teaching strategies for nurse educators (3rd Ed.). Upper Saddle River, NJ: Prentice Hall. (Chapter 6)
Sawyer, T., White, M., Zaveri, P., Chang, T., Ades, A., French, H., & Kessler, D. (2015). Learn, see, practice, prove, do, and maintain an evidence-based pedagogical framework for procedural skill training in medicine. Academic Medicine, 90(8), 1025-1033.
Stanley, D., & Latimer, K. (2011). ‘The Ward’: A simulation game for nursing students. Nurse Education in Practice, 11(1), 20-25.
Question
Critical Thinking Exercises:
- For a relatively simple psychomotor skill, use the mental practice process to analyze the skill and separate it into sequential steps. Write out the full instructions that the learner would need to follow to successfully complete the task.
- Develop a case study that would be appropriate for undergraduate nursing students. Follow the steps listed in DeYoung (p. 108-111), using the example on p. 110-111 as a model.
- Describe a clinical situation that could reasonably be translated into a simulation. Which type of simulation would be most appropriate? What psychomotor and cognitive skills would you hope that they would achieve? How would you envision your role as the educator? What would you include in the debriefing?
- Construct a statement or scenario that could be used as the basis for a debate in an undergraduate nursing ETHICS course.
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Professional Development:
- Create a game to help learners review the instructional methods discussed in this module. Some suggestions might be formats similar to \”Jeopardy,\” \”Trivial Pursuit,\” a word search, or a crossword puzzle.
- Bradshaw, M. J., & Lowenstein, A. J. (2014). Innovative teaching strategies in nursing and related health professions (6th ed.). Boston: Jones & Bartlett. (Chapters 12, 13, 14, 15, 16, and 17)
- DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Upper Saddle River, NJ: Prentice Hall. (Chapter 6)