The integration of simulation into both nursing education and
nursing practice can be largely beneficial if done correctly. Arguably,
the most significant benefit of using simulation to improve nursing
skill sets is gaining valuable exposure and experience in a controlled
setting. Not only does it allow for hands-on learning, but it also
allows educators to talk through things and answer questions as
they arise. This type of learning also caters to the different learning
styles of each individual and blends hands-on learning with lecture-
style learning. This can better prepare nurses and student nurses for
dealing with the simulation exercise when it happens.
Furthermore, simulation enables students to finetune their clinical
decision- making skills while enhancing their self-confidence and
self-esteem. By providing a safe learning environment, mistakes can
be identified and rectified without harming a living person, ensuring
the safety and protection of all involved. This aspect of simulation
promotes a more open and comfortable learning environment that
helps bridge the gap between theory and practice (Koukourikos et
al., 2021).
One area in my work as a critical care nurse practitioner where
simulation would be beneficial is running codes. While we have a
designated code team, we currently do not do simulations to fine-
tune the process. New members of each responding department are
only exposed to coding a patient on the job and while training with
their preceptor. However, my hospital is capable of running mock
codes in our simulation lab on a mannequin and simulating different
variables on the telemetry monitor. This would be especially helpful
for new staff who have not participated in codes previously, as it
would allow them to take their training from BLS and ACLS and
translate it into practice in a safe environment. It would also promote
confidence, critical thinking, and clinical decision-making that would
show through during a real-life emergency. In my practice, I would
like to see each responding department participate in a mock-code
scenario at least once a year at our skills fair.
However, I also believe this could be done more than yearly on a
departmental basis. This would allow everyone to stay up to date on
their role and other roles if they needed to jump in. Different
scenarios can be introduced, such as how to handle ROSC or other
cardiac emergencies or variations a code team may encounter,
which can be discussed and walked through to promote familiarity,
teamwork, and professional growth. When evaluating whether a
simulation experience like this would be beneficial to continue and
, make a standard within our facility, there are two ways that it can be
evaluated. One way would be through a more qualitative approach,
such as assessing staff feedback through interviews, surveys, post-
nursing practice can be largely beneficial if done correctly. Arguably,
the most significant benefit of using simulation to improve nursing
skill sets is gaining valuable exposure and experience in a controlled
setting. Not only does it allow for hands-on learning, but it also
allows educators to talk through things and answer questions as
they arise. This type of learning also caters to the different learning
styles of each individual and blends hands-on learning with lecture-
style learning. This can better prepare nurses and student nurses for
dealing with the simulation exercise when it happens.
Furthermore, simulation enables students to finetune their clinical
decision- making skills while enhancing their self-confidence and
self-esteem. By providing a safe learning environment, mistakes can
be identified and rectified without harming a living person, ensuring
the safety and protection of all involved. This aspect of simulation
promotes a more open and comfortable learning environment that
helps bridge the gap between theory and practice (Koukourikos et
al., 2021).
One area in my work as a critical care nurse practitioner where
simulation would be beneficial is running codes. While we have a
designated code team, we currently do not do simulations to fine-
tune the process. New members of each responding department are
only exposed to coding a patient on the job and while training with
their preceptor. However, my hospital is capable of running mock
codes in our simulation lab on a mannequin and simulating different
variables on the telemetry monitor. This would be especially helpful
for new staff who have not participated in codes previously, as it
would allow them to take their training from BLS and ACLS and
translate it into practice in a safe environment. It would also promote
confidence, critical thinking, and clinical decision-making that would
show through during a real-life emergency. In my practice, I would
like to see each responding department participate in a mock-code
scenario at least once a year at our skills fair.
However, I also believe this could be done more than yearly on a
departmental basis. This would allow everyone to stay up to date on
their role and other roles if they needed to jump in. Different
scenarios can be introduced, such as how to handle ROSC or other
cardiac emergencies or variations a code team may encounter,
which can be discussed and walked through to promote familiarity,
teamwork, and professional growth. When evaluating whether a
simulation experience like this would be beneficial to continue and
, make a standard within our facility, there are two ways that it can be
evaluated. One way would be through a more qualitative approach,
such as assessing staff feedback through interviews, surveys, post-
