Outcomes for demonstrating critical thinking
There are outcomes that students with critical thinking should demonstrate after a simulation in mock codes, which is a method of amplifying real experiences with guided experiences. Participating in a mock code with a simulation manikin has been shown to increase the critical thinking skills in nursing students. Therefore, the student should be able to actively and skillfully conceptualize, analyze, synthesize, and evaluate information through observation, experience, reasoning, and reflection before making a decision ( Brunt, 2005) .
Furthermore, they should be able to show improvements in information processing skills and flexible abilities. A student demonstrating critical thinking should be able to interpret, analyze, and interpret information. Simulations construct real essential scenarios of care to improve active participation, clinical reasoning, and acute decision-making skills. Students get a chance to get hands-on experience in several areas, such as resuscitation, emergency management, casualty, and cardiac arrest.
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Learner objectives for utilizing mock codes
Given the opportunity to learn though simulation, the undergraduate nursing students will demonstrate ability to deliver patient-centered holistic care in a clinical setting using critical thinking and reasoning skills. The simulation exposes students to a variety of clinical conditions, setting standards of nursing that can help build critical thinking skills.
After going through the simulation in mock codes, the undergraduate nursing students will be able to demonstrate their knowledge of critical thinking and reasoning skills to analyze actions and develop solutions in practice. The simulation focuses on boosting the student’s abilities to analyze actions and improve critical thinking skills while encouraging interaction between the student’s feelings and the activities.
Thirdly, the undergraduate nursing students will be able to perform clinical operations without any anxiety to demonstrate their understanding of the self-confidence as a part of critical thinking in nursing. The simulation learning environments helps to validate student-centered learning by exposing students to high-risk, low incidence scenarios, which can reduce the tension in clinical settings for the student nurses.
Evaluation strategies for utilizing mock codes
Assessment for this case study includes checking the ability of a patient to demonstrate critical thinking in practice. The case study should improve the self-confidence of students, which is essential in making crucial decisions. During the simulation, students are actively engaged and use critical thinking to make connections between clinical practice and the content and must demonstrate it in practice. Some critical thinking skills for nursing students include deductive reasoning, intuition, creativity, and application ( Brunt, 2005) . Students can also exhibit improved communication with members of the healthcare system.
The second assessment is examining how students practice skills and strategies in a safe learning environment using real medical equipment. The student must recognize that there is a problem though his observation, such as use his critical thinking skills to notice that a patient is behaving erratically. They should easily recognize the symptoms to recognize a problem and put the information together with the history of the patient to determine the best medication. After identifying the problem in the patient, the nurse is required to use critical thinking to determine appropriate action
Another assessment method is whether students can provide quality patient care by applying essential skills. Students are supposed to be thinking critically by synthesizing and applying knowledge as they evaluate nursing care. The nurse should recognize that the patient has a problem and manage it effectively. After executing the plan, the nurse reflects on the situation to figure out if it can be done better and recommend an appropriate treatment that can provide quality care for a patient ( Turner, 2005) .
References
Brunt, B. A. (2005). Critical thinking in nursing: An integrated review. The Journal of Continuing Education in Nursing , 36 (2), 60-67.
Turner, P. (2005). Critical thinking in nursing education and practice as defined in the literature. Nursing Education Perspectives , 26 (5), 272-277.
