Virtual Clinical Simulation Documentation: The Following
Virtual Clinical Simulation Documentation the Following
The following template is to be completed for each simulation experience during the Fall 2022 quarter.
This document includes details about the course, clinical hours, simulation design, activities, and reflections related to mental health simulation experiences, including schizophrenia and bipolar disorder. The focus is on clinical planning, safety considerations, simulation activities, video reflections, and debriefing sessions aimed at enhancing nursing students' understanding of mental health disorders and appropriate care strategies.
Paper For Above instruction
In the context of nursing education, simulation has become an invaluable pedagogical tool for fostering clinical competence, particularly in mental health nursing where real-world experience may be limited or difficult to access. The Fall 2022 simulation plan detailed herein emphasizes an integrative approach to understanding psychiatric disorders such as schizophrenia and bipolar disorder through virtual and residential simulations, reflective activities, and comprehensive debriefings.
The simulation plan is structured to meet the standards of best practice in simulation education, specifically referencing the INACSL Standards of Best Practice: SimulationSM. The activities are carefully designed to develop measurable learning objectives that align with course competencies and program Student Learning Outcomes (SLOs). These educational objectives focus on understanding mental health disorders, evaluating nursing care strategies, developing safety plans, and appreciating the personal perspectives of individuals living with mental illnesses.
The clinical hours are distributed between virtual simulations via WebEx and residential simulation on campus, totaling 45 hours in accordance with course requirements. The initial orientation and pre-briefing sessions allocate 45 minutes to review the pathophysiology of schizophrenia and bipolar disorder, supported by educational resources such as Khan Academy, and discussions emphasizing disease progression, treatment regimens, medications, nursing roles, patient education, and simulation preparatory reflections.
The core simulation activities comprise developing concept maps, pharmacologic templates, safety and risk mitigation plans, and reviewing protocols for seclusion and restraint as per facility standards. Additional tools include video-based reflections of individuals living with schizophrenia, which serve to humanize the clinical knowledge and foster empathy among students. These videos are submitted via dropbox as part of the reflective process, encouraging critical thinking about patient experiences and safety considerations.
The virtual scenario component involves students watching testimonial videos and case studies—specifically, a bipolar type II case study and therapy sessions with depressed patients—to deepen their understanding of mood disorders. Students then document reflections on these experiences, facilitating personal and professional growth in mental health care competencies.
Post-simulation debriefing, scheduled to last twice the duration of the simulation, allows students to express their insights, ask questions, and engage in critical discussion about their individual strengths and areas for development. This reflective practice is essential for consolidating learning, identifying clinical growth opportunities, and reinforcing the importance of compassionate, evidence-based mental health nursing.
The completion of daily attendance records ensures documentation of student participation, with faculty signatures validating the clinical engagement. All documentation is to be scanned and uploaded securely within the course's learning platform for record-keeping and communication with course coordinators.
Overall, this comprehensive simulation plan emphasizes active learning, safety, reflection, and evidence-based practice, providing students with vital skills and insights into mental health nursing—an essential component of the holistic nursing education framework.
References
- American Association of Nurse Practitioners. (2020). INACSL Standards of Best Practice: SimulationSM. INACSL.
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
- Gerrish, K., & Lacey, A. (2019). The research process in nursing (7th ed.). Wiley Blackwell.
- Jeffries, P. R. (2012). Simulation in nursing education: From conceptualization to evaluation (2nd ed.). NLN Publishing.
- Khan Academy. (2022). Mental health: Bipolar disorder. Khan Academy.
- National Institute of Mental Health. (2021). Schizophrenia. https://www.nimh.nih.gov/health/statistics/schizophrenia
- O’Neill, D., & Bowden, V. (2020). Mental health nursing: An experiential approach. Elsevier.
- Smith, S. J., & Davis, M. (2018). Clinical simulation in nursing education. Springer Publishing.
- Van Manen, M. (2017). The tact of teaching: The meaning of pedagogical thoughtfulness. Routledge.
- World Health Organization. (2019). Mental health: Strengthening our response. https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response