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There is no doubt that medical education approaches should continuously develop to ensure that students master competencies and skills that will help them solve real-life problems. That is why simulation-based learning is requested today, and it allows students to sophisticate their professional practice causing no harm to others. This condition is possible due to simulation labs where mannequins are involved. These educational efforts become effective when and because students meet specific expectations regarding their professional conduct.
Simulation labs are typically applied because they allow students to develop essential skills and competencies. These people should provide care to a “patient,” and instructors observe this process to assess whether students have an ability to assess the situation critically and respond to arising issues appropriately (Marquette University Nursing, 2019). Kapucu (2017) also mentions that these simulations make students utilize their knowledge and experience to choose the most appropriate solutions. Furthermore, baccalaureate nurses are expected to develop critical skills and competencies that will help them meet practice demands in the future (Kapucu, 2017). It is also worth admitting that students should know that it is okay to make mistakes during simulation labs; these failures will be discussed during debriefing sessions to find ways to improve professionally (Aebersold, 2018). Thus, it is evident that using mannequins in simulation-based learning allows students to master many essential skills.
In conclusion, scientific evidence demonstrates that simulation labs involving mannequins are beneficial in medical education. This approach implies that students utilize their knowledge and experience to solve real-life problems and provide high-quality care. Another advantage of this educational approach is that students are allowed to make mistakes because mannequins are involved. However, baccalaureate nurses are expected to use these failures as a motivational factor to develop and grow professionally.
References
Aebersold, M. (2018). Simulation-based learning: No longer a novelty in undergraduate education.OJIN: The Online Journal of Issues in Nursing, 23(2).
Kapucu, S. (2017). The effects of using simulation in nursing education: A thorax trauma case scenario. International Journal of Caring Sciences, 10(2), 1069-1074.
Marquette University Nursing. (2019). What is simulation in nursing and why is it important?
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