Pre-brief Development Assignment (NUR 4935)

Pre-brief Development Assignment
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A simulation exercise offers an opportunity to develop students' decision-making skills and their ability for clinical learning. Developing a pre-brief for a simulation exercise is important because it allows students to maximize their learning from the opportunity presented. The components of a pre-brief for the human patient simulator include identifying the required cognitive domain objectives, clarifying the knowledge and skills that students must possess prior to the simulation exercise, communicating about completing prerequisite assignments prior to participation in the simulation exercise, providing a pre-brief assignment, and identifying a ticket to enter (National Council of Sate Boards of Nursing, 2009).
A pre-brief serves the overall purpose of clarifying the learning objectives and providing an environmental orientation (Campbell & Daley, 2012). The environmental orientation may include providing information about equipment location and simulation laboratory capabilities. This information is very important as it negates probable anxiety for students while establishing a safe and non-accusatory atmosphere for learning. The simulation entails using a human patient as an effective teaching strategy. The simulation situation involves a woman that approached the emergency presenting with complaints of a consistent cough. She was diagnosed with pneumonia and admitted.
Knowledge, comprehension and application are the three important cognitive domains that students require to maximize learning in the simulation exercise of a human patient (Stoubaugh, 2013). Students require the knowledge of the cognitive domain as it involves memory of previously learned concepts, theories and facts about pneumonia. Students also require possessing the comprehension cognitive domain. Students must possess the ability to fathom the meaning of their knowledge. They must understand how the different material in terms of theories, concepts and facts relate with each other. This understanding also entails interpretation, translation and ability to predict future trends (Stoubaugh, 2013). As it relates to knowledge of pneumonia, it is important for students to not only remember the material about the disease but to also understand how it affects others and the potential related complications (Lescher, 2011).
The application cognitive domain is very important because it allows students to employ the knowledge they remember and understand to concrete situations (Stoubaugh, 2013). They require applying theories, concepts and other material about disease pathophysiology in the pneumonia situation. It requires higher order capacity to identify the signs and symptoms of the disease by assessing the patient's bloo...