The difficulty to find adequate clinical facilities for students’ experiences has made some nursing schools begin to substitute simulation experiences for clinical experiences. The inadequate instructional sites call for close monitoring, possible review and even proper address. However, the high fidelity simulation comes with pros and cons. The pros include improving nursing students’ participative skills. Also, it allows them to understand the consequences of their actions reducing occurrences of errors (Chae & Kim, 2018). Additionally, the high-fidelity simulation provides the nurses’ trainees with immediate feedback allowing them to understand when everything goes right or wrong so that they can improve. This is because of the debriefing tools employed in this strategy. Better efficacy in assessment areas and high fidelity simulation health promotion are also achieved from the high fidelity simulation (Smallheer, 2018).
On the other hand, cons include the fact that nurses trainees require to see, smell and hear their experiences since they use their sensory organs for learning and understanding as well as receiving information. Confining them in a non-interrupted quiet and an over-sanitized room with a fake mannequin is entirely unrealistic. For example, my state, Wisconsin is supporting more simulation, whereby clinical training has been revised to include up to 50% simulation per content area (Chapter N 1. Approval for Schools Of Nursing, 2018). This is a disadvantage to the nurses because the real clinical experiences they should possess has been slashed. Further, the move is likely to lead to numerous profiteers offering substandard nursing education at exorbitant prices. As much as the country is faced with a shortage of nurses, the inclusion of high-fidelity simulation in place of practical skills is wrong because it amounts to sacrificing descent nursing education, making the students miss practical experiences such as IV insertions, bandaging, catheter training among others.
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Therefore, as I have learned from preparing this assignment, more clinical experience hours need to be allocated to nurse’s that they can interact with patients, learn nursing diagnostics and how to administer medication among others. However, simulations could best benefit beginner nurses for exposing them to specific skills, but practical nurses experience would be most applicable to more seasoned nursing students nurses for the development of their skills.
References
Myung-Ock Chae, & Ahrin Kim. (2018). Effects of Simulation-Based Integrated Education on Academic Self-efficacy and Clinical Judgment for Senior Nursing Students in the Republic of Korea. Indian Journal of Public Health Research & Development , 9 (8), 716. Retrieved from http://contentproxy.phoenix.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=132158599&site=eds-live
Published under s. 35.93, Wis. Stats., by the Legislative Reference Bureau. (2018). Chapter N 1.
APPROVAL FOR SCHOOLS OF NURSING [PDF] (1st ed., pp. 1-5). Wisconsin. Retrieved from https://docs.legis.wisconsin.gov/code/admin_code/n/1.pdf
Smallheer, B. (2018). Using Critical Care Simulations to Prepare Nursing Students for Capstone Clinical Experiences. Dimensions of Critical Care Nursing , 37 (2), 69–77. https://doi-org.contentproxy.phoenix.edu/10.1097/DCC.0000000000000283
