HUMAN SIMULATORS TO TEACH STUDENTS AND RNs Research Paper

HUMAN SIMULATORS TO TEACH STUDENTS AND RNs - Research Paper ExampleIt shall first founder a description of the topic selected. It shall also discuss why this topic was selected and how it involves informatics. It shall also discuss the impact of human simulators and how they amend or deter patient care, and how they improve or deter nursing education. This research is being carried out in drift to conceptualize a thorough and comprehensive understanding of human simulators as a teaching aid. Discussion Human patient simulation (HPS) is a teaching method which allows nurses and other clinicians to refine and apply their skills in realistic wellness care situations and participate in learning experiences tailored to their education needs (Beyea and Kobokovich, 2004). Human patient simulation is a new technology which was borne out of the proficiency in informatics and figurer technology. This new technology uses computer life-sized mannequins which can formulate life-like situation s which can be adjusted accordingly in order to comply with instructors educational goals (Pacsi, 2008). The very first human patient simulator was seen in the late 1950s and was known as Mrs. Chase it was fundamentally a model with a torso and a separate computer software (Herrmann, 1981). This model was used to assist nursing students in their physical judicial decision process. The Harvey Model was seen in the 1960s and it model was built with simulated marrow squash and lungs and it assisted students in distinguishing between normal and abnormal cardiopulmonary indications. A amply equipped computerized human simulator Sim One was then built in order to simulate endotracheal intubations in order to teach medical and graduate nurse anaesthesia students (Gaba and DeAndra, 1988). The simulators which are now being used (MetiMan, Laerdal SimMan, and BabySim) are equipped with computer software and can be connected to laptops and desktop computers. Some of these models are able- bodied to speak and blink they have chest walls which expand on inspiration and then relax on expiration and they also exhibit programmable audible lung and heart sounds (Pacsi, 2008). They can be intubated and can receive bag and masks for ventilation. When these devices are plugged into monitors, teachers can then program the heart rates, pulse oximetry readings into these machines (Pacsi, 2008). These simulators can also be programmed to exhibit human-like responses to different diseases and to the reactions to interventions, including administration of IV meds, intubation, ventilation, and CPR. Computers have now been used in classrooms in order to manage communication and the gathering of knowledge. The current computer applications now offer features which help facilitate and support clinical learning (Pacsi, 2008). Colleges and universities have established simulation centers in order for students to practice and develop their proficient skills and to develop their critical thinking, decision-making, delegation, and coordination skills. Simulations are technologies which have been made possible with the availability of technology-equipped mannequins (Pacsi, 2008). With the hands-on availability of these technologies, students have been exposed to different scenarios moreover, these simulations can also present students with different situations they may meet during their clinical experience. In effect, the students are able to come up with treatments and interventions and