Anesthesia simulator recorder2/18/2023 ![]() The Fairfield University Egan School of Nursing and Health Sciences (SON) will be moving into a new building and state-of-the-art simulation center on the Fairfield University campus in the fall of 2017. EDUCATIONAL MATERIALS AVAILABLE IN YOUR TEACHING AREA AND RELATED TO YOUR SPECIALTY ![]() This chapter focuses specifically on the first EI domain: perceiving emotions.Ĥ10 B. It includes a set of skills that allows a person to more fully appreciate and adapt to the context of a situation by combining feelings with thinking, and can be described as four related but distinct abilities: (a) perceiving emotions, (b) using emotions, (c) understanding emotions, and (d) managing emotions ( Mayer & Salovey, 1997). EI is defined as the ability to reason with and about emotions ( Mayer & Salovey, 1997). Students are exposed to the theoretical concepts in their didactic courses and are then given the opportunity to apply them in the safety of the simulation environment.Īlthough most anesthesia simulation has focused on developing clinical expertise, program faculty have recognized the importance of noncognitive factors, such as EI, on student success and patient outcomes. HFS is incorporated throughout the anesthesia curriculum, beginning in the students’ clinical orientation and across all five clinical practicums in order to facilitate the progression from novice to independent anesthesia care providers. In addition, the program is able to expose students to a wider range of clinical situations, many of which are rarely encountered in clinical practice, but in which experience in management is essential to practice. Students are encouraged to use increasingly complex critical decision-making skills in the management of patients in the perioperative period. Although low-fidelity simulators and static manikins have been used for decades to teach basic psychomotor and critical decision-making skills, the addition of high-fidelity simulation (HFS) has enabled educators to tackle more complex concepts and clinical situations than ever before. The integration of simulation technology into nurse anesthesia education has become a common practice. IMPLEMENTATION OF SIMULATION-BASED PEDAGOGY IN YOUR INDIVIDUALIZED TEACHING AREA ![]() ![]() This chapter will focus on the use of targeted simulation as a tool to enhance EI of student registered nurse anesthetists.Ī. The nursing literature has begun to recognize the importance of noncognitive factors, such as emotional intelligence (EI), on clinical performance and decision making. Nurse anesthesia programs are faced with the critical challenge of preparing students to practice safely and effectively in the demanding and emotionally charged perioperative environment. ![]()
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