I believe that technology is one of the most fundamental tools that has revolutionized education. Virtual simulation is one of the most sophisticated yet indispensable technological tools that I have interacted with in the near past. While there are several advantages related to this technology, one of the most crucial ones, in my opinion, is helping the user to develop competency in a given area; hence, a high level of confidence in applying the skills acquired to real-life situations. Physical assessment in a virtual environment mimics a healthcare setting. With my lab exercises, I realized that the difference was only the fact that one does not physically assess the patient. My experience with a virtual environment led to a reinforcement of several assessment skills. Different virtual simulation undertakings have significantly impacted my learning and growth. The various examples of personal experiences can contextualize these aspects.
While some health conditions are wily foxes, virtual simulation exercises made my patient assessment simple. I was able to interact with patients in a vivid manner. Besides, the different activities influenced my critical thinking. The neurological simulation exercise, for example, presented an aha moment. Particularly, I was able to picture how the brain functions. Through this undertaking, it was possible to know that some patients are predisposed to certain neurological diseases because of their genetics. Besides, it was possible to understand that some conditions need an in-depth analysis of the patients’ health history. (Al-Elq, 2010).
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Throughout the reflection undertakings, I found meaning in the say that learning is like housework; it’s never done. The second example of learning that stands out was through my reflection undertakings. While reflecting on the cardiovascular and respiratory concept lab undertakings, I realized that although I had gained so much knowledge from the course textbook and internet research, there was still so much that I did not know. I learnt that specific symptoms such as chest pain, a racing heartbeat and shortness of breath are indicators of serious cardiovascular illnesses. At the same time, even when symptoms indicate the possibility of a patient suffering from a particular disease, more assessment is necessary to discover other underlying symptoms that might not be evident. Another lightbulb moment I had while reflecting on the abdominal lab concept is how simulation is as simple as directly dealing with a patient. I learnt that the actual procedure is indispensable. At the same time, particular techniques and maneuvers are only necessitated by the patient’s complains. My ability to connect the two influenced my thoughts about knowledge acquisition. Without a doubt, although great teachers scaffold learning, it remains to be like cracking a code. Even with the input by educators, personal problem-solving undertakings and thinking through different concepts stand out as indispensable learning and growth opportunities (Jarvis, 2018).
While many believe that education is the silver bullet, my silver bullet can better be explained by particular simulation experiences. The fourth example of how the self-assessment course has impacted my learning and growth is related to the study of hair, nails, and skin. I realized that the exercise is just like physically touching a patient. In the assessment of the hair, just like in a practical setting, aspects such as the color and texture of the hair were critical. In children, for example, particular hair texture and color could indicate malnutrition (Jarvis, 2018).
True to the saying that learning is a quest and the student is the explorer, the assignments and reflection undertakings have been moments of great discovery, learning as well as exponential growth. The fifth example of an aha moment is based on the health history of a patient. I realized that while the health history of a patient is indispensable in making an assessment, it could also be a significant hindrance to assess them comprehensively. I realized that a slight compromise of the standards that are to be followed in the analysis of patients’ history could lead to a significant error. In my assessment undertaking, I realized that a particular mistake can always be reflected upon when making appropriate healthcare-related decisions. It is undisputed that human is to err. Even then, in healthcare, it is necessary that if a mistake is made, where possible, it should be corrected. Also, my virtual assessment exercise prompted me to think of reassessing a patient once I notice a mistake in the assessment procedure. The sixth example of a learning moment was from a reflection about patient assessment in general. I have realized that assessment is a combination of what the physician sees, feels, and the relations they make from their examination. Closely related to this, I am of the opinion that in an examination, even the slightest hint about a possible medical problem should never be ignored. This aspect prompted me to think about the need to always follow all the protocols required in handling patients’ data, whether in real life or even in simulated cases.
The practice has positively impacted my knowledge, skills, and attitudes. Through different simulation and reflection undertakings, I have realized that a student is a blank slate. While I had thought that I was a prodigy in patients’ physical assessment, each lab experiment was a moment of discovery. There was never a moment where I knew everything. In most undertakings, I was reminded of the need to apply evidence-based practice that is approved for physical assessment. The tasks affirmed a belief that I have always had about dealing with patients; never making assumptions before a thorough examination of the patient. Every single undertaking resulted in knowledge acquisition. I have also acquired new skills. The autonomy of experimenting in a virtual environment enables one to apply different concepts to a scenario and see the outcome (Al-Elq, 2010). Through simulation exercises, my decision-making skills were enhanced. It was possible to see the consequences of a particular decision and strategize on how to deal with such situations in a better way in the future. Besides this, my physical assessment skills were revamped. Most importantly, my attitude was positively impacted. While the assessment undertakings offered great insight about the course in general, reflection undertakings were an opportunity to relate course content to different other diverse aspects in healthcare. My attitude about healthcare being an independent subject has been significantly challenged. I have realized that there are pertinent issues that might not be directly related to healthcare that influences outcomes in healthcare settings. Due to this, I have learned the importance of having an open mind in healthcare. Most importantly, an understanding that learning is a perpetual cycle has influenced me to know that I a journey that does not end.
In conclusion, simulation and reflection exercises have been significant learning and growth tools. On a personal level, I can liken them to real patient-nurse interaction. The different examples presented exemplify the extent to which they have reinforced my skills in physical assessment. Besides acquiring new skills with the various exercises, I have adopted a positive attitude towards learning. Without a doubt, different tasks have been highly enriching.
References
Al-Elq, A. H. (2010). Simulation-based medical teaching and learning. Journal of family and Community Medicine , 17 (1), 35.
Jarvis, C. (2018). Physical Examination and Health Assessment-Canadian E-Book . Elsevier Health Sciences.
