Simulation as a Teaching Strategy for Nursing Education and Orientation in Cardiac Surgery

GUS is a life-size mannequin with physiological functions integrated into the computer. Different patient profiles can be selected (eg, a 42-year-old man with coronary artery disease, a 90-year old female with heart failure and atrial fibrillation) and can be trained using different events (Table 1 ). Learners must use critique thinking to identify abnormalities and choose appropriate therapies and interventions. The chest of the manikin changes with breathing; it has cardiopulmonary sound, electrocardiogram, PA and arterial waveform, pulse and nipple response; it reacts physiologically to the treatment. The simulator actually measures the level of inhaled oxygen and if the ventilation or oxygen uptake is insufficient every minute, the simulated oxygen is saturated. It is also possible to measure carbon dioxide levels in exhaled breath. GUS can be inserted or inserted into the tracheostomy tube and can be treated with mechanical ventilation

Drug administration can be simulated and the simulator will react physiologically by using a drug identification unit. For example, simulating a morphine injection changes the pupil size of the mannequin and reduces breathing rate, heart rate, and blood pressure. The response to any drug depends on the dose of the drug as well as the weight and clinical condition of the patient at that time. The teacher can pause the simulation to display the assessment, detect the problem, or discuss the treatment.

Unlike clinical circumstances, using GUS does not actually harm human beings, so it is a useful learning opportunity. Subsequent results can be seen in the simulation scenario. With this simulator you can teach, strengthen and evaluate the concepts of assessment technology, pharmacology, physiology and pathophysiology, basic and advanced cardiac life maintenance techniques. Through GUS, the classroom turns into a realistic practical environment. Learners can practice skills, manage medicines, and observe the effects of various treatments on the "human" of life at the learner's own pace. Teachers can set and control many variables in the clinical learning environment

A state-of-the-art fidelity human simulator is a huge investment. HPS V6 (ie GUS), manufactured by METI (Sarasota, FL), is the only high fidelity model on the market today costing about $ 200,000. Both METI and Laerdal Medical Corp (Wappingers, NY) have created cheaper simulators for analog code and clinical and pre-hospital simulations. The price ranges for these models range from $ 30,000 to $ 40,000 and do not provide much of the physiological functions provided by the drug identifier, gas analysis, or HPS V6. Easy to carry and easy to use than HPS V6

The human patient simulator is an educational strategy that attracts a lot of attention in nursing education now. Although this is very popular, little is known about how to use the simulator in nursing education and how to compare it with other simulation activities already in use. This article explains why the author uses simulation as a learning method. We also discussed simulation activities for nursing education. As a framework to test the application of simulation in nursing technology development, Benner's theory of nursing technology development and Kolb's empirical learning theory are used.

Imitation is increasingly prevalent in undergraduate nursing programs and is becoming the foundation of many nursing programs. The purpose of this paper is to emphasize virtual reality (VR) simulation, which is a new simulation education strategy utilizing the technical skills of new generation students. This small preliminary survey focuses on using VR simulation to improve senior nursing student interpersonal skills. In this study, we used iterative measurement designs to evaluate the effectiveness of VR simulation to improve student performance in a series of two VR scenarios. Please use the Emergency Medical Crisis Resource Management (EMCRM) tool to evaluate the student's grades. Overall, the total EMCRM score improved, but it was not significant. The subscale communication area (95%) and occupational behavior (95%) showed a significant improvement between the exposures of the two scenarios.