Nursing Informatics

Nursing Informatics
Student’s Name
Institution

Patient care has significantly evolved in the recent years as researchers are trying to improve its quality and effectiveness (Aebersold & schannen, 2013). Consistent research has led to the discovery and application of adult simulation labs, which facilitate nursing education. The simulation labs are used as learning resources for practicing nurses and students in the sense that they make learning more realistic and practical oriented. The simulation allows the practicing nurses to identify their weaknesses and strategize on improving patient care. Additionally, the simulation participants continue to improve their performance in patient care through the feedback program provided after successive training.
Impact of Adult Simulation Labs on Nursing Practice
The simulation labs enable the practicing nurses to interact with a facilitator that is able to explain the need for patient care and illustrate the procedures from a practical basis. Additionally, the facilitator exposes the nurse practitioners to relevant experiments where they learn and apply the gained skills (Campbell et al., 2012). This enables the nurses to develop a positive attitude towards patient care. Also, the facilitator creates the environment of believability such that the practicing nurses are able to perceive that they have the ability to facilitate patient care. They learn to care for patients in emergency rooms and develop strategies of quick response that saves lives.

The practicing nurses are exposed to computer technology that integrates simulators with learning experience; in this regard, the facilitators use video games that are relevant to patient care to illustrate and initiate learning (Damewood, 2016). The patients manipulate the video games with the perception of providing care for virtual clients. At the end, the nurses learn practical skills on caring for patients in ICU and other emergency rooms. The computer program provides feedback on the performance of each student, which motivates improvement and consistent practice. Additionally, the simulations enable the practicing nurses to have the confidence and experience to handle a variety of situations under minimal supervision, which ensures efficient and quality patient care.
Barriers Hindering the Adoption of Adult Simulation Labs
The application of adult simulator labs poses the challenge of technological complexity in their integration in the learning process. Additionally, the current system does not provide a suitable path for the integration of the technology; this is based on the fact that patient care is currently nurse oriented (Aebersold et al., 2013). The simulations require the installation of the advanced technological tool in the nursing practice institutions and healthcare facilities. However, the cost of equipment acquisition is way too expensive for some institutions.
Currently, there are few instructors with the knowledge and skills to apply the adult simulators in improving patient care (Campbell et al., 2012). The available few are shared among hospitals, community healthcare centers, and nursing practice institutions. Therefore, they cannot adequately involve the student nurses or trainees in experimenting with simulator technology and improving their patient care strategies.
Facilitation of Adult Simulation Labs
Presently, adult simulation labs are allocated minimum hours per day for the nursing practitioners. However, to improve the facilitation process, the administrators and facilitators should increase the number of hours the student nurses are exposed to the adult simulation labs (Damewood, 2016). The healthcare organizations should increase the awareness of the simulators through informing the responsible parties about their importance and effectiveness in nursing practice. Technological equipment used in simulation projects is expensive and to facilitate it, the government and other concerned organizations should intervene in providing funds for nursing institutions. Also, more facilitators should be trained to increase its application in nursing practice.

References
Aebersold, M., Tschannen, D., (May 31, 2013) “Simulation in Nursing Practice: The Impact on Patient Care” OJIN: The Online Journal of Issues in Nursing Vol. 18, No. 2, Manuscript 6.
Campbell, S. H., & Daley, K. (2012). Simulation scenarios for nursing educators: Making it real. Springer Publishing Company.
Damewood, A. M. (2016). Current Trends in Higher Education Technology: Simulation. TechTrends, 60(3), 268-271.