NURS FPX 6112 Assessment 3 Comparison of Types of Simulation Technology

Comparison of Types of Simulation Technology

Undergraduate programs in a BSN Adult Health Nursing and Clinical Decision-Making promote clinical skills to the students. Senior nursing students, as well as new registered nurses, should be taught the management of patients with Type 2 Diabetes Mellitus (T2DM). There are complications like peripheral neuropathy and vascular disease that complicate the treatment of T2DM. Structured learning experience can assist students in making better choices and case comprehension.

The application of the theories can be done through simulation with no possibility of ruining the health of the patient. They have demonstrated that structured simulation is an effective method to prepare students to be ready to work with patients (Ravi et al., 2022). Virtual simulations, such as the Evan Wright case of Sentinel U, and high-fidelity manikins such as the Laerdal SimMan are two examples of popular educational tools. This comparison indicates that the Sentinel U example of Evan Wright is concerned with chronic illness care, but high-fidelity manikins, such as Laerdal SimMan, provide experience as applied to skills.

Simulation Technologies

Virtual Simulation, such as Sentinel U, Evan Wright places the students in virtual situations where they learn and solve chronic conditions such as Type 2 Diabetes Mellitus as a group. The simulation demonstrates to the learners how they can use physical examination, medication, and learning about the body processes in the decision-making process (Moztarzadeh et al., 2023). It also pays attention to critical thinking, as it provides patient cases where the result is subject to the action taken by the user.

The users are requested to enjoy learning, to reflect on their actions, and to relate theoretical concepts to what they pass in clinical judgment. Thus, it can be used in the development of higher-order skills, effective decision-making in health care, and the ability to handle chronic diseases with confidence. The Evan Wright scenario presents students with a patient with Type 2 Diabetes Mellitus and answers like leg pain, which forces students to engage in critical thinking when making decisions on the assessment, administration of medication, and understanding of disease processes.

The simulation is able to provide instant feedback, and practice can be repeated in an adaptable, low-resource setting. Sentinel U offers asynchronous learning that is scalable and focuses on critical thinking, documentation, and making a decision based on clinical reasoning, which is especially convenient and economical when a high number of students have to be involved in the learning process.

Conversely, the fact that a Laerdal SimMan 3G manikin would enable the students to train on equipment that operates as in a real-life medical context implies that it would be more effective. They have palpable pulses, responsive eyes, chest response, voice reaction, and adjustable vital signs to allow students to check and treat patients in real time (Moztarzadeh et al., 2023).

They may be utilized in enhancing the skills of listening via the use of a stethoscope, initiation of IVs, administration of CPR, and emergencies. The simulated problems that are logically challenging require learners to think rapidly collectively, and the simulated clinical urgency is introduced to the room. Although more costly and resource-demanding, SimMan provides practical experience of psychomotor skills, simulation of real-life patient experience, and team dynamics that reflect real-life bedside care.

Considering that Sentinel U is available online, it is simpler to reach a wider population when compared to using high-fidelity manikins, where one must learn on-site with an instructor. Through Sentinel U, students are taught a great deal of various situations, and they acquire mental skills, and the utilization of manikins assists them in acquiring practical skills and realistic body simulations.

Sentinel U is not only cheap but can be integrated into numerous programs; nevertheless, high-fidelity manikins cost a significant amount of money and occupy a lot of space as well as space (Baily, 2020). Sentinel U can be more efficient and effective in the context of the Adult Health and Clinical Decision-Making course because of its simplicity to implement, low technical requirements, portability, and close correlation with assessment-based learning outcomes.

Educational Outcomes

The simulator of Sentinel U and the manikins have different roles in influencing the outcomes of education. Due to its repetitive settings and immediate feedback, the Evan Wright simulation makes you remember information more effectively. Such learning focuses on the key medical concepts and assists the patients to keep them in mind in the long run, primarily in chronic diseases. It is quite simple to reinforce the theoretical knowledge since the materials that are used are the same and can be accessed anywhere, provided that there is an internet connection (Hippalgaonkar et al., 2023).

Another way, the high-fidelity practice is more effective to learn, as the work with the manikin makes the memory stronger. Activities such as IV insertion and auscultation make the students relate learning to the real world, guided by their instructors. By using the Evan Wright simulation, the students are able to study how to assess refills and skin changes through accomplishing virtual tasks. It fails to provide you with the experience that will make you master the techniques. Due to high-fidelity manikins, the students are allowed to conduct the entire exams, and they are acquainted with the actual skills required in medical work.

The two approaches also differ in the metrics they employ in determining learning outcomes. Sentinel U uses embedded performance feedback, decision log, and learner surveys to measure the success of students. Teachers can measure performance based on the scores of quizzes, self-reflections, and analytics of case completion. In the case of SimMan, performance criteria on technical skills and teamwork may be rated by means of checklists, rubrics, standardized assessment forms, and peer/faculty observation (Hippalgaonkar et al., 2023).

Evan Wright’s simulation is particularly effective at showing some complex chronic care examples that require students to be attentive to what matters, apply their pharmacologic knowledge, and approximate patient progress. Consequently, learners acquire sound reasoning skills and get to learn how to think long-term. High-fidelity manikins are used in emergency or urgent situations to enable students to have a grasp on what is happening within the shortest time possible. Sentinel U simulations increase critical thinking and knowledge retention by having an individual repeat, case-based, decision-making alongside Laerdal SimMan to build practical clinical and team-working skills.

Due to the simulations, it is possible to evaluate education by giving surveys, reflection journals, exams, skill rubrics, and OSCEs (Hippalgaonkar et al., 2023). Each of the simulations begins with a set of objectives described during a pre-briefing phase, proceeds to an interactive session, and concludes with a review discussion. Evan Wright receives a summary and feedback of a scenario after it has been performed, although in simulation manikins, it is common to replay the video and get feedback provided by an instructor.

The combination of both of these methods is helpful to improve reflective learning among the students and contribute to their better performance in clinical roles. Sentinel U simulations are usually reflective and use automated feedback or instructor-led discussion as the debriefing after the exercise, whereas SimMan debriefings are more interactive, emphasizing teamwork, communication, and performance reviewed on the video or on observer notes.

• Evidence-Based Rationale

Studies have indicated that the two simulations contribute to the development of various capacities among nurses. Evan Wright, as El-Rashidy et al. (2021) indicate, is an author who has contributed to the enhancement of knowledge and confidence in handling chronic diseases through his scenario-based simulations. Under these platforms, students can apply the concepts taught during lectures on safe tests that sharpen the mind to think over what they are doing. In the meantime, a study by Barbadoro et al. (2023) has validated that high-fidelity simulation leads to improved accuracy of skills, a rise in confidence, and an elevated level of stress tolerance. As it is established, Sentinel U is good at imparting theory and strategies, but to improve response habits and skill practice, high-fidelity manikins are required.

Teaching Physical Assessment

Although the Evan Wright simulation and high-fidelity manikins of Sentinel U have their advantages, they complement each other in physical assessment instruction. The case of Evan Wright helps the learners to be observant of the early signs of complications of Type 2 Diabetes Mellitus, including leg pain, redness, loss of feeling, and delays in capillary refill.

The simulation contributes to the training of the neurovascular assessment skills and trains the students on how to apply them to diabetic foot care by encouraging the students to explain the findings and associate them with the corresponding pathophysiological mechanism (Bender et al., 2021). Campbell (2010) states that with a high-fidelity manikin such as the Laerdal SimMan, students can complete the full physical assessment on a life-like model and obtain immediate auditory and tactile feedback on their performance with the use of auscultation, palpation, and a blood pressure cuff.

Talking of cases and trends in Evan Wright will help healthcare students to learn to reason; training with high-fidelity manikins will enable healthcare students to be able to practice the skills they need to evaluate (Bender et al., 2021). Whereas Sentinel U enhances diagnostic thought, SimMan is more useful in refinements of tactile and procedural skills that are imperative to proper physical assessment. As an example, the identification of the absence of pedal pulses in a diabetic patient with vascular complications is most effectively trained with the help of SimMan and responsive physiology.

Teaching Pharmacology

Evan Wright’s simulation, as well as HFM scenarios, all address integration of pharmacological concepts in different ways, and some are more effective than others. Evan Wright lists metformin, insulin, NSAIDs, and antibiotics, in which learners have to consider the renal functioning, interactions with drugs, the correct dosage that should be administered, and patient characteristics, including age and progression of the disease. Guidelines on how to make clinical choices are issued by the American Diabetes Association (ADA) and other organizations, which makes the student monitor the effects of the drug, targets, and risks (Bender et al., 2021).

The simulation will give on-the-fly feedback, which will reinforce the knowledge of drug mechanisms, such as the action of insulin, regulating glucose levels, and possible side effects. This virtual setting facilitates the development of critical thinking as the students are expected to support pharmacologic prescriptions using comorbidities, laboratory findings, and patient history.

Conversely, the use of high-fidelity manikins provides learners with an opportunity to experience applied techniques of administering shots, IVs, and treating such emergencies as hypoglycemia, and demonstrate to learners how to act when there are dangerous side effects. Nevertheless, the management related to drugs is not so applicable in HFM scenarios, except when the case contains a great deal of clinical information or with the encouragement of the educator (Bender et al., 2021).

Evan Wright teaches students to choose, track, and observe the impacts of medications on patients in a better way than other tools, and it makes nursing students apply pharmacology more efficiently in their studies. The students physically sketch and formulate medications, mimic IV push or infusion methods, and analyze the variation of vital indicators with regard to medications. The programming of SimMan can simulate negative responses or therapeutic benefits to aid the learner in comprehending the association between pharmacokinetics and patient response.

Teaching Pathophysiology

The simulation by Evan Wright presents a better approach to pathophysiology compared to the normal HFM-based events. Evan Wright describes the nature of Type 2 Diabetes Mellitus (T2DM) and the problems related to it, including neuropathy, ineffective blood circulation, and high risks of infection, and this allows students to understand that low sensation, sluggish capillary refill, and pain in the legs can be attributed to T2DM. With the help of the simulation, the learners can observe the impact of chronic diseases on various systems and anticipate typical issues like ischemia, kidney damage, and heart disorders (Ndumele et al., 2023).

The simulation demonstrates to the students how various treatments or actions are supposed to be embraced since it emulates the symptoms of new diseases. SimManikins such as Laerdal SimMan are better at modeling sudden events such as tremors or dyspnea, but their impact on chronic and endemic severe diseases is often yet to be determined until much additional information has been provided by the facilitator or the scenario (Valente et al., 2023). This leads to Evan Wright providing a structured and cohesive method of studying the pathophysiology, with particular attention given to the management of chronic illnesses and providing greater insight into the way patients should be handled.

The pathophysiology in Sentinel U is taught to provide disease processes in a realistic patient context where the learners are expected to analyze the symptoms, laboratory, and patient history in order to arrive at the diagnosis and the right course of action. In the Evan Wright case, the learners analyze the influence of Type 2 Diabetes Mellitus on the peripheral circulation and neuropathy and make the links between hyperglycemia, destruction of the vascular structure, and pain in the legs. The simulation helps students to use the pathophysiological reasoning to support care choices, which solidify theoretical knowledge and clinical arguments without putting real patients at risk (Ndumele et al., 2023). This facilitates further insight into the dynamics of chronic diseases and their impact on physical and pharmacologic interventions.

Challenges and Benefits

The Evan Wright virtual simulation, as developed by Sentinel U, introduces a few practical aspects that can be used to enhance nursing education. Being cheap, adaptable, and accommodating all the students, it will allow students to achieve their task of conducting clinical reasoning anywhere with the help of both on-site and online courses. This program complies with the INACSL Standards of Best Practice in Simulation and aligns with the ideas of the Simulation Theory of Jeffries, thereby promoting the student-centered learning process, advancing the reflections, and achieving the competency-based results (Salcedo et al., 2022).

Since it is built according to the ADA-compliance, the simulation will make sure that students with physical or sensory impairments will be able to use its functionality, including speech readers and closed captions on the content. However, learning is curtailed due to the absence of training of the sense of touch, since playing games does not provide you with the feel of doing things by hand. Moreover, without stable technology in the homes, this type of teaching may be challenging for students.

Conversely, HFMs offer an unprecedented degree of realism and assist in training the teaching of emergency treatments, coping with crisis, and groupwork organization of healthcare professionals. They can learn such activities as CPR, inserting IVs, and detecting breathing and heartbeats with the help of tools, in parallel with a change in the conditions of a patient. Due to these qualities, HFMs assist in building motor skills and fostering the level of people’s attention to what goes on in the world.

Nevertheless, some significant challenges are linked to the usage of HFMs. These types of simulations are not readily available, require special rooms and equipment, and require trained people to install and maintain (Salcedo et al., 2022). A few physically challenged students encounter problems with ADA since they are unable to cope with most of the manual or physical tasks. Even though Sentinel U could be adopted in the context of chronic care education as a way of enhancing both choices and professional confidence of learners, high-level readiness of such cases as ACLS, demands high-fidelity practice.

Recommendations

The application of the Evan Wright module of Sentinel U should be one of the key areas of every nursing course devoted to the issues of chronic diseases and decision-making in medical practice. The simulation program provides the students with an organized, simple, and tested process of working on critical thinking and decision making when attending to the patients based on the guidelines proposed by the Simulation Theory of Jeffries and the INACSL Standards.

HFM labs ought to be put into frequent use so that practical capabilities and competence during emergencies are enhanced. With the help of this method, students also learn how to perform practical work and reason based on theoretical ideas (Maries & Singh, 2023). Both of the simulators are backed by research studies that have been peer-reviewed on enhancing the learning process among students, and the assessment papers on how each of them assists in various aspects of nursing education.

Conclusion

The simulation by Evan Wright and the manikins utilized at Sentinel U give nurses a special contribution to the learning process. It simplifies and streamlines the process of creating a manner of coping with chronic conditions and clinical reasoning. High-fidelity manikins are more suitable for practice and to become confident in various procedures. Both technologies are helpful in their own right, but the combination of them will ensure a complete learning process. Having taught both skills in the curriculum, students acquire the knowledge required for real nursing work challenges.

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