Fresh simulation options in critical care nursing education

Archer, Elize (2010-12)

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Many forms of simulation, as a teaching strategy, have been used successfully over the last few decades. Some of the advantages thereof in health sciences education are that it is a learner-centered training modality that presents with no risks to patients and allows for facilitated repetition of learning until all students have achieved the required level of proficiency. Simulation may reduce time spent by students in clinical areas to master the necessary skills and it is therefore perceived as an efficient use of limited resources. Utilising the Clinical Skills Centre (CSC) for teaching of procedures may therefore facilitate the reduction in time allocated to the clinical areas. Critical care (CC)-trained nurses are expected to have the expertise to perform a variety of practical procedures on patients, but even more importantly, they should be able to integrate information about a patient in order to provide holistic and effective care. The practical component of the CC nursing programme at the specific university consists of two parts: the completion of practical procedures and case presentations. Some of the challenges associated with the teaching and assessment of these two components are important and will be discussed in this article.

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