Implementing Change in the Clinical Skills Laboratory
Implementing Change in the Clinical Skills Laboratory
For the last several years, the nursing shortage has continued to influence the nursing faculty and the acceptance of nursing students. According to Walrath and Belcher (2006) 32,617 qualified applicants were denied entrance into nursing schools in 2005 because of the shortage of qualified nursing faculty. The schools of nursing have continued to increase enrollment, yet the faculty and infrastructure has been unable to accommodate the demand. New technology along with creative use of available resources can assist the faculty in utilizing existing facilities to create a positive clinical preparation experience. The introduction of simulation is a practical option to the traditional clinical skills preparation. According to Ham & O’Rourke (2004), “an essential component of nursing education,” is the “the clinical setting” which “provides nursing students with an opportunity to apply and refine acquired cognitive, affective and psychomotor skills” (p. 139). However, the preparation time in the clinical skills laboratory can be challenging for an over extended faculty. After reviewing the Baptist Health School of Practical Nursing history, mission and objectives, the student and faculty benefits of the integration of skills lab simulation will be examined.
A product of the nursing shortage of the 1960’s, the Arkansas Baptist Hospital approved the establishment of the School of Practical Nursing in July1964. Since that time, the school has developed into one of the largest diploma programs in the region, graduating over 2000 students. In 1990, the National League of Nursing Accrediting Commission granted the program with an official approval. Baptist Health School of Practical Nursing was the first Licensed Practical Nursing program to receive the certification in the state of Arkansas and has recently obtained accreditation until the year 2012 (McCumpsey, 2006). The mission the Baptist Health School of
For the last several years, the nursing shortage has continued to influence the nursing faculty and the acceptance of nursing students. According to Walrath and Belcher (2006) 32,617 qualified applicants were denied entrance into nursing schools in 2005 because of the shortage of qualified nursing faculty. The schools of nursing have continued to increase enrollment, yet the faculty and infrastructure has been unable to accommodate the demand. New technology along with creative use of available resources can assist the faculty in utilizing existing facilities to create a positive clinical preparation experience. The introduction of simulation is a practical option to the traditional clinical skills preparation. According to Ham & O’Rourke (2004), “an essential component of nursing education,” is the “the clinical setting” which “provides nursing students with an opportunity to apply and refine acquired cognitive, affective and psychomotor skills” (p. 139). However, the preparation time in the clinical skills laboratory can be challenging for an over extended faculty. After reviewing the Baptist Health School of Practical Nursing history, mission and objectives, the student and faculty benefits of the integration of skills lab simulation will be examined.
A product of the nursing shortage of the 1960’s, the Arkansas Baptist Hospital approved the establishment of the School of Practical Nursing in July1964. Since that time, the school has developed into one of the largest diploma programs in the region, graduating over 2000 students. In 1990, the National League of Nursing Accrediting Commission granted the program with an official approval. Baptist Health School of Practical Nursing was the first Licensed Practical Nursing program to receive the certification in the state of Arkansas and has recently obtained accreditation until the year 2012 (McCumpsey, 2006). The mission the Baptist Health School of
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