"Nursing in Health Care Delivery Systems Technology & Informatics" is a worthy example of a paper on care. Laboratory experiences both on campus and in the hospitals prepare the nursing students for experiences they are likely to encounter in real-life (Hawk, 2012). The laboratory practices acquaint the nurses with the skills required to become competent nurses. These days, there is an increasing trend among universities in technologically advanced countries to use simulators and robotics as means of practice by the nurses during their education and training. This paper explores the history, current status, and future the simulators and robotics in the field of nursing.
The use of simulators and robotics has brought a revolution in nursing training, making the experiences all the safer for the nursing students and faculty. Background of Simulators & Robotics In the past, nurses were assumed a lot of risk in the training as they had to personally operate upon real-life cases with little or no experience. The evolution of simulators and robotics has provided the students of nursing with an opportunity to witness computer-guided operations that are accurate and safe for the students.
“ These virtual patients have helped revolutionize nursing education by providing another level of safety before students care for real patients in hospitals and other clinical settings” (Hudak, 2008). This not only means increased safety for the nurses but also an accurate demonstration of the procedure. Current Status of Simulators & Robotics Medical simulation and robotic surgery “ are experiencing rapid adoption and are viewed as modalities that allow physicians to perform increasingly complex minimally invasive procedures while enhancing patient safety” (Kunkler, 2006). Sampsel et al. (2011) conducted research to explore the perceptions of nursing students and faculty regarding the usefulness of the robot for obtaining a simulated experience.
Results indicated that 87 percent of the nursing students and 82 percent of the nursing faculty and highly accepted robots as a technology for distance education and simulated experience. Future of Simulators & Robotics The future of simulators and robotics relies upon the effect of these technologies on patient safety, time of operation, and the costs associated with them. The use of simulation training for the support of evolving procedures and technologies enhances the efficiency of the process and generates useful results for the nurses.
There is a need to conduct research to explore ways for continued applicability of the simulators and robotics for the training and certification of the nurses. “ The goal is to have simulation used in every semester’ s coursework, from novices to experts. We don’ t need to stop with nursing students; practicing nurses always need a refresher, especially in high-risk, low-volume situations” (Gonzalez cited in Hudak, 2008). Conclusion Technological advancement has provided nurses with a way to enhance their training with real-time patient experiences.
These include computer-controlled programs that show numerous complications and health conditions in the patients. Students of nursing find an opportunity to make informed decisions and repeatedly practice the procedures in a setting that is computer-controlled. With the use of simulators and robotics, the experience of nurses has been enchanted with the safety and accuracy of demonstration.
Hawk, D. (2012). Nurse Education Lab Requirements. Retrieved from http://www.ehow.com/list_7359036_nurse-education-lab-requirements.html.
Hudak, A. (2008, Nov. 12). Patient simulators enhance nursing students' clinical experiences. The University of South Florida. Retrieved from http://hscweb3.hsc.usf.edu/health/now/?p=2655.
Kunkler, K. (2006). The role of medical simulation: an overview. The International Journal of Medical Robotics and Computer Assisted Surgery. 2(3): 203-210.
Sampsel, D., Bharwani, G., Mehling, D. and Smith, S. (2011, Nov.). Robots as Faculty: Student and Faculty Perceptions. Clinical Simulation in Nursing. 7(6): 209-218.