Clinical Simulation Letter 2022

Running head: CLINICAL SIMULATION
CLINICAL SIMULATION
Name of the Student
Name of the University
Author note

1CLINICAL SIMULATION
Personal Statement:
Respected Sir/Madam,
As a student of nursing and clinical science, I am very much interested about health
simulation based education. Through digital data research as well as from several research
articles I have come to know that health simulation program can replicate a practical scenario
to aid the practicality based learning procedures. Hence, before participating any professional
healthcare and social service activity I would like to pursue the degree under the discipline of
Healthcare Simulation. It will definitely enhance my ability to utilize my knowledge and skill
in practical healthcare service environment with higher proficiency and competency. It will
also allow me to take strategic decision while performing in areal scenario (O’Regan et al.,
2016). Apart from the professional development, degree in healthcare simulation will allow
me to gain further knowledge and skill from the Master level course in discipline of
Healthcare Simulation. I will be very obliged if you allow me to pursue the degree in
Healthcare Simulation.

2CLINICAL SIMULATION
Scenario 1 Letter to supervisor:
Dear Sir,
While working with a group of assistant trainee nursing staffs in a intensive care unit
in a community healthcare centre. In that healthcare facility, I have found that because of
poor knowledge regarding catheter insertion can care some nurses are mistakenly executing
wrong practices and method for intrauterine catheter (IUC) use. Even after being exposed in
contaminated material some nursing staffs are handling the intrauterine catheters for patients.
Exposure to external germs increases the transfers of pathogens within patients and due to
exposure to the pathogens the catheter-associated urinary tract infection increases.
According to many studies done in past 10 years it has been proven that simulation
based training about intrauterine catheter insertion, catheter handling, patient monitoring can
increase the practical knowledge and proficiency of the nurses significantly (Bell, 2018). As a
result the Catheter-Associated Urinary Tract Infection (CAUTI) can be reduced while
improving the the satisfaction level of care receivers and also increases the quality of
healthcare service. Low rate of CAUTI can also decrease the patient turnaround time that
consumes both additional money and time. The high number of admitted patient rustics the
process of admitting new patients as well. Hence the ability of providing service to larger
number of population declines.
In order to enhance the quality of care associated with intrauterine catheter (IUC) use
within the nursing staffs, simulation based interventions can be done. Training and
development based on the simulation model can be done to enhance the competency and
proficiency of the nurses and other caregivers. Along with that regular healthcare service
quality audit system can be implemented to monitor the quality of intrauterine catheter (IUC)
associated nursing practices within the healthcare system (Eisold et al., 2015). For training

3CLINICAL SIMULATION
and development both on-job and off-job event based training will be required for the nursing
staffs and other associated workers. Through simulation they will be educated about Catheter
insertion based procedures. For Catheter Care procedures that include regular monitoring on
patient condition following proper cleanliness before handing the catheter, both simulation
based and on-job patient based assessment should be implemented with the help of direct
visual inspection and indirect monitoring from feedback collection.

4CLINICAL SIMULATION
Reference:
Bell, J. B. (2018). Simulation-based Education to Decrease CAUTI Rates in the Intensive
Care.
Eisold, C., Poenicke, C., Pfaeltzer, A., & Mueller, M. P. (2015). Simulation in the intensive
care setting. Best Practice & Research Clinical Anaesthesiology, 29(1), 51-60.
O’Regan, S., Molloy, E., Watterson, L., &Nestel, D. (2016). Observer roles that optimise
learning in healthcare simulation education: a systematic review. Advances in
Simulation, 1(1), 4.