Question

respiratory concept on shadow health for nursing assessment- what is expected answers here. please help!!!

Answer 1

Shadow Health Digital Clinical Environment (DCE) is a high-fidelity virtual patient simulation program that is currently being utilized in over 230 nursing schools (15,000-20,000 students) across the United States. Simulation is defined as “an event or situation made to resemble clinical practice as closely as possible”. Shadow Health DCE is designed to promote undergraduate and graduate student learning through the use of digital standardized patient. The Shadow Health DCE consists of 9 modules; each module is designed around a specific body system. The Shadow Health DCE also offers additional concept labs that are used to examine body systems more in-depth. Concept labs offered through Shadow Health DCE include respiratory, cardiovascular and abdominal. A conversation concept lab is also provided, whereby students can improve interview skills shadowhealth.com, n.d.).

Implementation of Shadow Health DCE
Shadow Health DCE engages students in learning through clinical simulation, critical thinking, and self-reflection, as students identify pertinent nursing diagnoses and develop plans of care. Students learn to improve interview skills, physical assessment skills, and documentation through experiential simulation. Immediate feedback of performance is provided to students in the form of “Pro Tips” (shadowhealth.com, n.d.). “Pro Tips” are provided to students where opportunities for learning occur such as “managing acute pain is an immediate high priority, because other health concerns cannot be effectively addressed while a patient experiences severe pain” (Shadow Health, n.d.). Faculty can assess student learning through review of transcripts, module data, clinical findings, and student self-reflection. Through the examination of student performance, faculty is enabled to reflect upon student needs and areas for improvement. For example, if students show poor performance in diabetes education provided, the instructor becomes aware of gaps in knowledge.

Use of Simulation in Nursing Education
Simulation has become an increasingly used pedagogical approach in nursing education, particularly since 2004 when high-fidelity manikins were introduced. Benefits of simulation include improvement of knowledge acquisition, refining both cognitive and psychomotor skills, bridging a gap between theories and actual practice and developing communication skills among teams. “Simulation contributes to improved critical thinking, clinical reasoning skills and problem solving without fear of causing harm to actual patients”. Therefore, simulation provides a safe environment for nursing students to learn new knowledge and practice skills. Simulation improves clinical thinking skills, which translates to improved patient safety and quality of care once students enter the workforce. Furthermore, simulation promotes active student learning and engagement. Active participation is the preferred learning method for adult learners. Active learning leads to higher learning satisfaction.

Respiratory System Assessment
The respiratory system involves more than just the lungs. It includes respirations, oxygenation, and interactions with the cardiac system. Respiratory assessment also includes the assessmentand identification of risk factors for disease. The respiratory system includes the trachea, bronchi, bronchioles, lungs, and diaphragm.

This topic addresses the following competency:

• Competency 745.1.4: Respiratory Assessment

The graduate analyzes the findings of basic physical assessments of the respiratory system.

This topic addresses the following learning objectives:

• Identify the structures of the respiratory system.
• Identify risk factors associated with the respiratory system.
• Identify the equipment necessary to perform a respiratory system exam.
• Identify the anatomical location and character of normal breath sounds.
• Explain the functions of the respiratory system.
• Explain the process for performing a respiratory system exam.
• Explain the symptoms and risks of the respiratory system associated with common nutrition and hydration issues.
• Analyze health history results related to the respiratory system.
• Select appropriate focused assessment strategies based on health history findings related to the respiratory system.
• Select primary prevention strategies for patient education related to the respiratory system.

Conclusions
Shadow Health DCE utilizes a virtual patient, Tina, to teach physical assessment, conduct a health history, communication skills, health promotion and education, and documentation skills to nursing students. Shadow Health DCE provides an opportunity for learning best clinical practices in a safe environment. An experienced nurse is likely to conduct a health history and perform physical assessment based one’s established preference and intuition. BS-MS enter a Master’s of Nursing program with a high level of confidence. Shadow Health DCE meets the AACN standards of the 3 Ps in providing advanced learning in physical assessment to the MS nursing student cohort. However, based on a small sample surveyed in this project, BS-MS students did not feel that Shadow Health DCE was a valuable learning tool and that level of confidence in performing physical assessment actually decreased. Based on this information, MS faculty may wish to re-design and/or implement required coursework in order to prepare student to learn in the Shadow Health DCE environment, and ultimately, be prepared for roles as graduate level nurses.