Question

During these times (COVID-19), reflect on the transition process from clinical and theoretical in person nursing practice to a virtual education. Please create two parragraphs on your experience with nursing virtual learning, the transition process, recommendations and difficulty faced as a student and future healthcare profesional. Please, be detailed.

Answer 1

Coronavirus-related disruption can give educators time to rethink the sector.

• Technology has stepped into the breach, and will continue to play a key role in educating future generations.

• In a world where knowledge is a mouse-click away, the role of the educator must change too.

Not since World War II have so many countries around the world seen schools and educational institutions go into lockdown at around the same time and for the same reason. While we know that the impact of this virus will be far-reaching,

For a while now, educators around the world have been talking about the need to rethink how we educate future generations. This might just be the disruption that the sector needed to get us all to rethink how we educate, and question what we need to teach and what we are preparing our students for. So, as we educators grapple with the new ways of communicating with our students away from our classrooms and lecture theatres, it is a good time to reflect on how this disruptive crisis can help us.

It is likely to be reflecting on their education as a result of a truly global pandemic, with many facing cancelled exam.

the college to quickly create virtual simulations of critical, hands-on experiences for eight undergraduate courses with clinical components. The college’s undergraduates are required to complete at least 1,000 hours of clinical instruction to be considered ready for professional practice.

We do simulation all the time in our Clinical Simulation Lab — it supplements our students’ clinical experiences in health care settings. The students couldn’t physically come to the simulation lab or safely go to hospitals for clinicals.”

Turning hands-on nursing experiences into virtual simulations might seem a daunting task. How do you capture the reality of a serious illness or medical condition and make it come to life in digital form,

In some cases, the college employed virtual simulations embedded in standardized learning materials already used by students. The college also called in its troupe of “standardized patients” — people who are trained to act as patients with underlying health conditions such as congestive heart failure or diabetes — and quickly made video recordings of the patients being assessed by faculty members.

Students watch these videos independently or they come together in small clinical groups — using Zoom or some other app — and discuss. Then their clinical faculty members debrief them and have the students explain their clincial .

The nice thing about virtual simulation is that is allows the students to learn the same critical thinking skills as they would learn face to face with patients but in a much safer environment.

Moving to a virtual format was a large lift for us and certainly not what we wanted to do this semester but we’ve kept in mind that our main goal was to meet the students’ learning needs and help them to develop their critical thinking skills.