The Case With The Lakeview Regional Hospital Simulation Exercise

There are a few key points’ characterized of Motivational Interviewing. Motivation to change is drawn from the client, and not imposed from without; relying upon distinguishing and assembling the client 's

Overall, the simulation lab at Rutgers was a very eye-opening experience for me. It was the first time that I was able to collaborate with other health professionals in a healthcare setting. Not only that, it was my first time doing a simulation in a hospital setting and with realistic factors that I did not encounter while at PCP. At PCP we were counseling in an ideal world where all the patients were compliant and followed through with our counseling. However, in the simulation lab, the patient was quite difficult to talk to and was not knowledgeable in any of his medications. In hindsight, this represented more of what problems healthcare professionals face in the real world. Because of this, I felt my team was not prepared for all these barriers when we

-The Institute of Medicine recommends simulation as a method of teaching interventions in high risk situations.

The use of simulation allows students to experience hypothetical clinical scenarios without threat of harm to patients. One of the objectives of running the simulation is to allow to experience and learn from various scenarios that they will likely encounter on the nursing floor and provide an opportunity to apply theory into practice. Prior to this simulation, we were introduced to several literature covering concepts on nursing responsibilities when floating, impaired nursing, diversion of medication, reasonable suspicion, and the AACN standards for establishing and sustaining healthy work environments. Such concepts help the nurse to practice her profession safely and transform into a leader that can initiate and influence change towards the success of an organization.

(iii) Interviews can be more personal way to getting more out of the respondent and get the true story behind someone’s experience. This method could be used in the workplace to measure productivity.

Mock Hospital simulation was the focus of the Clinical Nurse Educator Teaching project. The duration of the project span over a four-week period to meet the 22.5 hours required for the project. The simulation dates were determined in advanced for the Nursing Leadership and Management in Professional Nursing course. The preceptor and student determined dates for participating in the simulation and other deliverable activities to meet the requirements for the project. The activities to meet the project requirements were to participate in meetings to plan for the Mock Hospital simulation, to write learning objectives for the simulation, to develop an evaluation tool and debriefing questions, to participate in the Mock Hospital, and to lead debrief sessions after completion of the simulation.

During my clinical make-up simulation, I had the opportunity to partake in different scenarios with other nursing students from different semesters. I was also able to watch and criticize other students from different simulation scenarios. In regards to what students did well, certain examples included communication, collaboration, teamwork, and organization. Communication and collaboration went hand and hand with every group during their simulation scenario. For example, each student that called the physician utilized the tool SBAR in order to prevent gaps in communication. Another example was when two students from different groups called laboratory to ask for lab results. These students showed effective communication by stating the patient’s

Throughout this semester this class has allowed me the privilege to get to know people who I would have never talked to on a personal level while also having the chance to advance my interviewing skills while getting to know them. Not only did these interviews and experiences display my strengths such as being able to adapt to certain situations but even more importantly it helped show me my weaknesses. After one interview and the next, I had to learn what role I had to play as within each interview I had to adapt to find my specific role as it varied from one to the next. Having the opportunity to interview a handful of people from the beginning of this semester to now has also taught me that the person you are interviewing can have a tremendous effect on if the interview goes successfully or not for reasons that I will elaborate on further in my paper. Lastly, one of the greatest lessons I learned about while interviewing people would be how to properly prepare to make sure the interview itself go as smoothly as possible. All of these factors have helped me grow in becoming a better interviewer and have helped me grow as a person.

We hope our project does not encounter any delay. If it is the case, we will have to create a plan to solve that matter. We want to be ready for the upcoming Medical States University September class 2015, to integrate fully simulation education in the curriculum.

I felt that Simulation lab was a great advantage for us as nursing students. We were able to have a client that was actually able to respond to our actions and questions as if in a real scenario, and yet, we were still in a safe environment where we could make mistakes and learn from them. I feel it was extremely beneficial to able to provide professional criticism because it allowed the observers to critically think about what should be done next in regards to the patients care and also have the participants to learn what they could improve in regards to their patient care. The simulation lab was able to give us insight into a realistic situation and therefore we were able to see how we would react and think in that type of situation. I

This paper focuses on a simulation based on a health care organization that is having financial problems. The simulation is based on a cardiac care hospital called Elijah Heart Center. The paper discusses decisions that had to be made based on financial dilemmas Elijah Heart Center is facing and how these dilemmas can be solved based on the decisions made in the simulation.

The simulation posed a unique challenge one to me. It was neither purely an intellectual challenge nor entirely an exercise in teamwork, as with what I was accustomed to in high school. Instead, it tested my abilities under pressure and my ability to think on my feet. In our team’s planning sessions, we planned for the unpredictability of the simulation by acting out

While working in an urgent care in New York City for over the last year, I have learned how vital it is to have a team approach when caring for patients. After reading previous students testimonies about the small class size, great student to teacher ratio, and support from everyone in the program I knew that applying to this program would allow me to strengthen my personal education will being part of a team to further enhance my education. I also would be really excited to have access to the patient simulation laboratory because having the opportunity to get a feel for what being in the room with a patient is like will allow me to feel more confident going into the clinical

During the simulation I had the role of the CEO and as such relied heavily on my own personal understanding of what we have learned thus far, but also did some research to be able to better assess what would best work. Over the 96-weeks I have a COR rate of 0.17 percent change rate. Although I did not effectively manage change, I was able to learn what worked well and what didn’t. Additionally, learning from our failures is crucial for long term success. In no way will anyone be 100 percent effective in all of their endeavors. The key is to learn from it and

I structured this paper by giving you the insight about all the question I asked and the responses I received, ending it off with the list of facts I learned and knowledge I gained throughout the interview.