Research Paper on "Learners' Motivation When Teaching Basic Cardiac Life Support"

Research Paper 10 pages (2519 words) Sources: 8

[EXCERPT] . . . .

Secondly, using this simulation package help learners explore the various situations that are likely to occur when dealing with BCLS situations and develop effective measures for responding to them. Third, the simulation package enables educators to explore various programs they can incorporate in order to teach BCLS. In essence, the limitations of the simulation package provoke creativity of nursing educators in order to teach BCLS. The other advantage is that the simulation package provides examples of real life scenarios that learners are likely to experience when providing basic cardiac life support.

Limitation of Using a Simulation Mannequin without EKG and AED Modules

Electrocardiogram (EKG) and Automatic External Defibrillator (AED) are important interactive modules in a simulation mannequin to teach basic cardiac life support. EKG is used to examine and document the heart's electrical activity whereas AED is used during ventricular fibrillation to help restore the ordinary rhythm of the heart. The successful completion of basic cardiac life support course or training requires learners to demonstrate proficiency in CPR and AED use among other valuable skills like EKG ("Training," n.d.). Therefore, the lack of AED and EKG interactive modules is a significant limitation of this simulation mannequin in addition to the lack of adequate finances to purchase these modules.

One of the limitations of using this simulation mannequin without EKG and AED interactive modules is that it does not provide the complete components of the course. As previously mentioned, a complete BCLS course includes several interactive modules, particularly EKG and AED modules. Without these modules, the course or training is considered incomplete, which is a major limitation of this simulation mannequin. The second limitation of using a simulation mannequin that does not have these interactive modules to teach BCLS is the inability to reach the fullest potential of the package. Following the realization that necessary modules to teach BCLS were not included in the simulator purchase, the simulation mannequin cannot be utilized to its fullest potential. The third limitation is that interaction between the nurse educator and learners is significantly limited by the absence of these necessary interactive modules to teach basic cardiac life support.

Overcoming these Limitations

Given the status of the simulation mannequin and the health care facility with regards to monetary resources, it is important for the nurse educator to overcome the previously identified limitation. Overcoming these limitations is an important step towards enhancing the likelihood of achieving the learning objectives and outcomes as well as enhancing the learning experiences of this diverse group of learners. The first step towards overcoming these limitations is to incorporate emerging technologies into the learning process in order to keep learners involved and interested. As previously mentioned, one of the major effects of the lack of necessary interactive modules is poor negative experiences by learners. The incorporation of emerging technologies in the learning process helps in dealing with this effect and limitation of the simulation mannequin. According to Curtin et. al. (2011), the use of emerging technologies like computerized simulation in mannequin-based simulation exercises enhances the realization of learning objectives and outcomes (p.1).

The other way of overcoming these limitations is through enhancing learners' critical thinking skills and utilizing interventions that are independent of input from educators or facilitators. In this case, learners would be randomly assigned to simulation exercises that require them utilize critical thinking skills and interventions that do not require input from the nurse educator. The third measure for overcoming these limitations is developing instructional methods and active learning strategies that would enable learners to assume an active rather than passive role in the learning process in order to enhance their experiences.

Evaluating Learners

The determination of learners understanding of the lesson and achievement of learning objectives and outcomes requires the development of effective means for evaluating learners with a percentage to pass. The most suitable means for evaluating learners is through a pass/fail grading system that adequately represents student progress. Notably, this grading system will be based on the established learning objectives and provide performance data that can be used to determine the achievement of learning objectives and outcomes. This grading system indicates whether the learner has achieved the desired level of competence, which is important information in nursing education (Miller et. al., 2009, p.843). In this grading system, a learner would be considered to have achieved the desired competence level by obtaining 60%.

In conclusion, success in the achievement of learning objectives and outcomes for this BCLS class would require developing effective motivation strategies and dealing with motivational issues in the classroom environment. Moreover, the nursing educator would need to identify appropriate means for managing the resistant learner and dealing with probable issues related to resistant learners. Given the specific details of the scenario, the achievement of learning objectives and outcomes also require creating appropriate programs on BCLS support and dealing with the various limitations in the simulation mannequin.

References

"Allan Waters Family Simulation Centre." (n.d.). St. Michael's Hospital. Retrieved May 30, 2015, from http://www.stmichaelshospital.com/education/simulation/simulation-equipment.php

Curtin et. al. (2011, August 10). Computer-based Simulation Training to Improve Learning Outcomes in Mannequin-based Simulation Exercises. American Journal of Pharmaceutical Education, 75(6), 1-6.

Ginsberg, M.B. & Wlodkowski, R.J. (2009, November). Professional Learning to Promote Motivation and Academic Performance among Diverse Adults. Retrieved May 30, 2015, from http://raymondwlodkowski.com/Materials/ProfessionalLearning.pdf

Mbuva, J. (2007, January 29). Understanding Ways of Motivating Resistant Students to Learning: From Theory to Practice. National Social Science Association. Retrieved from http://www.nssa.us/journals/2007-29-1/2007-29-1-16.htm

Miller et. al. (2009, November). Can a Pass/Fail Grading System Adequately Reflect Student Progress? AMA Journal of Ethics, 11(11), 842-851.

Nilsson, K.E. & Stomberg, M.I.W. (2008). Nursing Students Motivation Toward their Studies -- A Survey Study. BMC Nursing, 7(6). Retrieved from http://www.biomedcentral.com/1472-6955/7/6

"Trainings." (n.d.). Nursing World Nigeria. Retrieved May 30, 2015, from http://www.nursingworldnigeria.com/Training.php

Zuniga, X. & Mildred, J. (2005). Resistance in the Diverse Classroom: Meanings and Opportunities. Retrieved May 30, 2015, from http://www.archive.aacu.org/ocww/volume34_1/feature.cfm?section=1 READ MORE

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