The following assignment is based on the evaluation of the effect of the simulation technology on the nursing education in the University of Missouri. In doing this, the assignment will aim to analyze the positive and negative influences of simulation technology on nursing education and patient’s care along with the recommendation for the University of Missouri to install special technology to track the effect of simulation technology.
Nursing Education Technology in University of Missouri System
University of Missouri has embraced modern simulation technology in order to deliver the quality education to the nursing professionals via improved curriculum (University of Missouri, 2018).
Simulation technology: mission, vision, values, and outcomes
The mission of the University of Missouri System is to "discover, disseminate, preserve and apply knowledge" (University of Missouri, 2018). According to Michelle Aebersold and Dana Tschannen (2013), the use of the simulation technology in nursing education can be done in a variety of ways leading to the overall improvement in the patients care, quality health outcome and generation of an organized system of care. Comprehensive application of the simulation technology helps in the discovery of nee approach of learning techniques among the nursing professionals. Thus, the overall concept of the simulation technology truly supports the mission, vision, values of University of Missouri.
Impact on simulation technology on in day-to-day nursing operation
As per the reports published by Michelle Aebersold and Dana Tschannen (2013), simulation can be used in a variety of ways under particular nursing settings. University of Missouri applies simulation technology under critical care orientation that helps the nursing professionals to work under scenario focused conduction with high frequency and high acuity situations. According to the reports published by Goldswothy (2012), simulation technology helps to streamline on-line courses for the trainee nurses while effectively monitoring their clinical experience.
In the University of Missouri, simulation was mainly generated via the application of special scaffolding approach, which initiated through learning stations, minor cases followed by major cases. The major cases encompass acute respiratory distress syndrome, cardiogenic shock, septic shock and abdominal aortic aneurysm. Thus, overall the application of the simulation technology helped University of Missouri in the improvement of the overall learning experience of the nursing professionals along with providing them a comfortable environment to skillfully manage working pressure. Simulation technology also helps the nursing professionals to work effectively as team via improving their team skills (Aebersold et al., 2011).
Simulation in virtual environments has also generated. This is mainly prevalent under the academic settings (Second Life) (Aebersold & Tschannen, 2012). According to Jenson & Forsyth (2012) this virtual setting is the main limitation of the simulation technology. Even if simulation is applied under realistic setup, the nursing students in the University of Missouri tend to tense up and freeze under the real clinical scenario and this hampers the quality of care.
Impact over patient care
Simulation technology helps in the improvement of the overall patient outcome as shown by the study of Theilen et al. (2012). According to their study, periodic in situ simulation training of the nurses under the pediatric emergency set up help to improve the hospital response towards the deteriorating patients. Thus it can be said that the proper application of the simulation technology will help University of Missouri to improve prompt response upon the nursing professional which help to handle critical cases at a successful rate.
Organization tracking the impact of change
In order to track the success of modern simulation technology in nursing education, University of Missouri must undertake an audit process in order to track the overall patients’ outcome from the discharge diagnosis (Theilen et al., 2012). University of Missouri must also install a proper feedback tracking software in order to evaluate the overall patient experience during their stay in hospital after the application of the modern simulation technology in nursing education. The overall patient’s feedback will help to evaluate the success of the simulation technology (Pennathur et al. 2010). In order to track the experience of nurse in the domain of education via the application of simulation technology, special nurse survey software can be use by University of Missouri (Pennathur et al. 2010).
Preparation of the organization in case of technology failure
Organization must always nurture a second backup on case of the technology failure so that the education of the nurses and the quality of the patients care is not hampered. Simulation of objectives and environments differ widely from the original physical representation (e,g : Mannequin simulators) to the computer-generated display. So in order to deal with sudden technology failure, University of Missouri must install mannequin simulators which will help the nurses to get real experience of the clinical scenario and such that even under the technology failure, they can work effectively to handle the overall situation (Pennathur et al. 2010).
Incorporation of the change in technology
In order to incorporate change in technology in the design of the nursing education, the University of Missouri must apply proper change management model like the Kurt Lewin Change Management model. The subsequent three steps of the Kurt Lewin’s change management model unfreezing, changing and refreezing) will help in the generation of the awareness for change, implementation of the change and successfully getting accustomed under the changed environment (Shirey, 2013).
Benefits of technology in nursing education
Application of technology in the learning and professional practice of the nurses helps to improve the overall health outcomes of the patients along with generation of an organized healthcare system. Interaction tools and adaptive learning help to create better outcomes. Application of the simulation technology in the nursing education will help the nurse educators and their students in University of Missouri to achieve better outcomes on their high-stake tests. It also help in the generation of personalized learning experience via detecting the domains of weakness and providing relevant content and remediation tools (Mastrian et al., 2011).
Thus from the discussion it can be concluded that simulation technology is effective in improving the overall process of nursing education and the quality of patient care. However, proper change management principal needs to be undertaken in order to implement this new technological change in the University Missouri.
Aebersold, M., & Tschannen, D. (2012). Using virtual simulations in second life for teaching and learning in nursing education. Engaging the Avatar: New Frontiers in Immersive Education, 311.
Aebersold, M., Kocan, M. J., Tschannen, D., & Michaels, J. (2011). Use of simulation in stroke unit education. The Journal of Neuroscience Nursing : Journal of the American Association of Neuroscience Nurses, 43(6), 349-353. doi: 10.1097/JNN.0b013e318234e9ca; 10.1097/JNN.0b013e318234e9ca
Goldsworthy, S. (2012). High fidelity simulation in critical care: A Canadian perspective. Collegian, 19(3), 139-143.
Jenson, C. E., & Forsyth, D. M. (2012). Virtual reality simulation: using three-dimensional technology to teach nursing students. CIN: Computers, Informatics, Nursing, 30(6), 312-318. doi: 10.1097/NXN.0b013e31824af6ae
Mastrian, K. G., McGonigle, D., Mahan, W. L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Jones and Bartlett Learning.
Michelle Aebersold PhD, R. N., & Dana Tschannen PhD, R. N. (2013). Simulation in nursing practice: The impact on patient care. Online Journal of Issues in Nursing, 18(2), 83. DOI: 10.3912/OJIN.Vol18No02Man06
Pennathur, P. R., Cao, D., Sui, Z., Lin, L., Bisantz, A. M., Fairbanks, R. J., ... & Wears, R. L. (2010). Development of a simulation environment to study emergency department information technology. Simulation in healthcare: journal of the Society for Simulation in Healthcare, 5(2), 103. doi:
Shirey, M. R. (2013). Lewin’s theory of planned change as a strategic resource. Journal of Nursing Administration, 43(2), 69-72. doi: 10.1097/NNA.0b013e31827f20a9
University of Missouri [UMSL]. (2018). College of nursing: Mission statement.