Self-awareness is the first step in developing empathy for others. Through reflection, nursing students become more self-aware, are able to acknowledge their own attitudes and better understand how their life experiences, beliefs and biases affect the peo


Assessment 2 – Simulation Reflection
Assessment TypeWritten Reflection
Self-awareness is the first step in developing empathy for others. Through reflection, nursing students become more self-aware, are able to acknowledge their own attitudes and better understand how their life experiences, beliefs and biases affect the people they care for.

For this assessment, you will:

1.       Attend a one hour disability simulation and debrief.

Basically it’s a two person sim one student being the nurse(myself) and the other is a stroke patient.  I was given a patient through handover that I will be caring a patient with right sided paralysis/weakness with sling attached to right arm and a leg frame on his right leg.. so basically I was instructed to put on clothes to the patient and have him for a walk around the campus and leave him in sitting down in one spot to observe for him 5min in a distance and observe what will happen if anyone will help him to stand up… he was instructed to act as if he’s struggling to catch the attention to other people… some of them passed him by and just looked at him but a minute later a young woman noticed him and quickly offer help.. so basically the simulation is all about SELf-AWARENESS and EMPAHTY.. and we quickly returned to the room after that…  this were the notes I got during the debriefing..

Patient(student 2)- feels helpless, humiliated , exhausted (physical and mental), people avoiding to offer help, scared

Nurse(student 1 me)- felt overwhelmed, self-aware, emphaty, communication assessment since the patient has difficulty in speaking. Awareness to surroundings, what can you do? What can you help?

2.       Read:

•       Scenario 2 from Hoffman, K. & Haining, N. (2013) Clinical reasoning: Learning to think like a nurse.  Levett-Jones, T.  (Ed).  Frenchs Forrest NSW: Pearson. (Chap 6)

•       Tasker, D. & De Bortoli,T.  (2014). Communicating with people who have communication impairment. T Levett-Jones (ed). Critical conversations for patient safety: An essential guide for health professionals. Frenchs Forrest NSW: Pearson. (Chapter 14 )

3.         Reflect on Scenario 2 and address the following five (5) points:

a)      Describe the feelings and emotions Mr Apulu may have experienced while he was in the initial stages of stroke recovery. Reflect on the feelings and emotions you experienced in the stroke simulation and relate these to the way Mr Apulu may have felt.

b)      Identify and discuss two of Mr Apulu’s psychosocial needs during this time.

c)       Discuss one nursing action for each Mr Apulu’s psychosocial needs (two nursing actions) that would provide care that is both person-centred and empathetic. Provide rationales for each nursing action (two psychosocial needs + two nursing actions + two rationales).

d)      Give two examples of how Mr Apulu’s ‘safety and quality of life’ could be compromised if competent and empathetic care is not provided in this situation.

e)      Critically reflect on your own life experiences, values, beliefs, biases and assumptions and discuss how they might influence the care you provide to people who have had a stroke. In particular, consider the process of the stroke simulation and what difference, if any, this made in your perception of someone who has had a stroke.

Parts of a) and b) can be written in the first person. Your reflection must be supported by at least six high quality sources (including evidence- based journals and text books). Each answers should be supported by quality references.  Guidance for this assessment item will be provided during tutorials.


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