Abstract
Simulation improves student’s knowledge, skills and attitudes by creating the closest real clinical situation in nursing education. Simulation in women’s health nursing involves the re-enactment of routine or critical obstetric-gynecologic events involving women across the lifespan for procedural or behavioral skills training, practice, evaluation, or research. Also, goal of simulation is to improve the quality and safety of care for women and newborns. The technique of simulation for education and training in in women’s health nursing is not new. A brief review of the history confirms that this technique has solid roots deeply planted within the field of obstetrics and gynecology. However, until recently, technological limitations and other factors inhibited the use of simulation. Now, an appreciation for the potential value of simulation in health care education, training, and research is emerging and more applications are appearing. As the science of simulation evolves in women’s health nursing education, adherence to sound educational objectives will best guide its development and inform the extent to which realism and fidelity of a specific simulated clinical experience is necessary. To integration of simulation training into women’s health nursing education curriculum, it needs to be known knowledge and skills to design a high quality simulation. This article provides an overview of simulators and simulation in health care and describes the scope of their current use and anticipated applications within the women’s health nursing education.
References
- Bethany, R. (2006). An obstetric simulation experience in an undergraduate nursing curriculum. Nurse Educator, 31(2): 74-78.
- Cioffi, J., Purcal, N., Arundell, F. (2005). A pilot study to investigate the effect of a simulation strategy on the clinical decision making of midwifery students. Journal of Nursing Education, 44(3): 131–134. Elfrink, V. L., Kirkpatrick, B., Nininger, J., Schubert, C. (2010). Using learning outcomes to inform teaching practices in human patient simulation. Nursing Education Perspectives, 31(2): 97-100.
- Elfrink, V. I., Nininger, J., Rohig, L., Lee, J. (2009). The CASE for group planning in human patient simulation. Nursing Education Perspectives, 30(2): 83-86.
- Hoffmann, R. L., O’Donnell, J. M., Kim, Y. (2007). The effects of human patient simulators on basic knowledge in critical care nursing with undergraduate senior baccalaureate nursing students. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2(2): 110-114.
- Hovancsek, M. T. (2007). Using simulation in nursing education. Jeffries, P. R. (Ed.). Simulation in Nursing Education. National League for Nursing, New York, 2-6.
- Gardner, R., Raemer, D. B. (2008). Simulation in obstetrics and gynecology. Obstetrics and Gynecolgy Clinics of North America, 35: 97–127.
- Guhde, J. (2010). Using online exercises and patient simulation to improve students’ clinical decision-making. Nursing Education Perspectives, 31(6): 387-389.
- Jamison, R. J., Hovancsek, M. T., Clochesy, J. M. (2006). A pilot study assessing simulation using two simulation methods for teaching intravenous cannulation. Clinical Simulation in Nursing Education, 2: 9-12.
Abstract
Hemşirelikte simülasyonun kullanımı ile gerçeğe en yakın klinik durumlar yaratılarak, öğrencinin bilgi, beceri ve tutumlarının
geliştirilmesi amaçlanmaktadır. Kadın sağlığı hemşireliğinde simülasyon, bir kadının yaşamı boyunca karşılaşabileceği
rutin veya acil obstetrik-jinekolojik durumlara yönelik girişimsel ve davranışsal becerilerin eğitimi, uygulaması,
değerlendirilmesi veya araştırılmasını kapsar. Aynı zamanda anne ve yenidoğanın bakımında kalite ve güvenliği arttırmak
amaçlar arasındadır. Kadın sağlığı hemşireliği eğitiminde simülasyon yönteminin kullanımı yeni değildir. Konunun
tarihsel gelişimine bakıldığında doğum ve jinekoloji alanında bu tekniğin derin köklere sahip olduğu görülebilmektedir.
Ancak, yakın zamana kadar teknolojik sınırlamalar ve diğer bazı nedenlerle simülasyon kullanımını engellemiştir. Günü-
müzde, sağlık bakımında eğitim, öğretim ve araştırma için simülasyon kullanımının önem kazanması ile birlikte daha fazla
uygulanmaktadır. Kadın sağlığı hemşireliğinde simülasyon kullanımı arttıkça, eğitim hedefleri ile uyumu güçlü simüle
edilen klinik deneyimlerin gerçeğe en yakın şekilde geliştirilmesi ve bilginin arttırılması için en iyi rehber olacaktır. Kadın
sağlığı hemşireliği eğitim programlarına, simülasyonun entegre edilmesi için simülasyon araçlarını eğitsel yöntem ve
teknikleri bilmeye gereksinim vardır. Bu derlemede “simülasyonun tanımı, “amaç ve yararları” ile “kadın sağlığı hemşireliği
eğitiminde kullanılan simülasyon uygulamaları” temel başlıklar halinde irdelenecektir.
References
- Bethany, R. (2006). An obstetric simulation experience in an undergraduate nursing curriculum. Nurse Educator, 31(2): 74-78.
- Cioffi, J., Purcal, N., Arundell, F. (2005). A pilot study to investigate the effect of a simulation strategy on the clinical decision making of midwifery students. Journal of Nursing Education, 44(3): 131–134. Elfrink, V. L., Kirkpatrick, B., Nininger, J., Schubert, C. (2010). Using learning outcomes to inform teaching practices in human patient simulation. Nursing Education Perspectives, 31(2): 97-100.
- Elfrink, V. I., Nininger, J., Rohig, L., Lee, J. (2009). The CASE for group planning in human patient simulation. Nursing Education Perspectives, 30(2): 83-86.
- Hoffmann, R. L., O’Donnell, J. M., Kim, Y. (2007). The effects of human patient simulators on basic knowledge in critical care nursing with undergraduate senior baccalaureate nursing students. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2(2): 110-114.
- Hovancsek, M. T. (2007). Using simulation in nursing education. Jeffries, P. R. (Ed.). Simulation in Nursing Education. National League for Nursing, New York, 2-6.
- Gardner, R., Raemer, D. B. (2008). Simulation in obstetrics and gynecology. Obstetrics and Gynecolgy Clinics of North America, 35: 97–127.
- Guhde, J. (2010). Using online exercises and patient simulation to improve students’ clinical decision-making. Nursing Education Perspectives, 31(6): 387-389.
- Jamison, R. J., Hovancsek, M. T., Clochesy, J. M. (2006). A pilot study assessing simulation using two simulation methods for teaching intravenous cannulation. Clinical Simulation in Nursing Education, 2: 9-12.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Reviews |
| Authors | |
| Publication Date | February 20, 2014 |
| Published in Issue | Year 2013 Volume: 21 Issue: 3 |