Simulation Based Learning Example Essay

Arab Muslim culture does not allow male nursing students to attend to female patients in delivery rooms or even examining female patients. Moreover, female patients and their families do not allow male nursing students to enter the maternity hospital wards with the majority of nurses who are females. Male students do not get the opportunity to start their nursing studies with the direct contact of patients. The option left for these male students is to study using simulation. These are videos used to simulate what happens when assisting mothers to deliver (Jirwe, Emami & Gerrish, 2015). This has remained the only option for the Arab Muslim male nursing students. Despite that the barrier may seem to be unfair for the nursing male students, the simulation process of learning has proved to be a very important tool for teaching students quality skills, confidence on students, enhancing knowledge and patient safety practices.

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The simulation process of learning has been proven to help these students more than even the normal way where students are introduced to handling the actual patients. The platform has made the nursing male students to acquire necessary skills required. The male students have proven to be very skilled than the other students who do not use the simulation in the learning process (Henderson et al., 2018). This paper will investigate various benefits the Arab Muslim students get from the simulation process of learning. Some of the objectives of the paper include to explore the perception of male nursing students undergoing maternity nursing simulation, to extrapolate the experiences of male nursing students undergoing maternity nursing simulation and exploring the perception of faculty readiness for OSCE and simulation.

The perception about the Arab Muslim male students by the majority of the people has been that the nursing male students do not get the right skills during their learning. This has been because the Arab Muslim male students do not get early exposure to the patients and thus learning through simulation makes them not to have a good experience (Jeffreys, 2015). It is expected that a student who has direct experience with actual patients or someone who just deals with human patients will have a good experience compared to the person who does the learning through the simulation process. This is not to undermine the process of teaching (Dubovi et al., 2018). However, studies have revealed otherwise. Arab Muslim students who use simulation at their learning stage have been found to acquire quality skills and have a very good experience compared to students who did go through the simulation process of learning.

Arab Muslim males usually have shown high levels of patient safety. Compared to the students who always have direct contact with patients, they have scored high again and again. This is because of the confidence build throughout the process learning. Male students have high confidence level. Patient safety is a very important thing that all nursing students need to have always. Confidence is a skill that is highly encouraged (Raman et al., 2016). Male Muslim students there need to be very serious when learning. The simulation has made the students gain the confidence required. Students are exposed to simulated patients through a learning process. This reduces any chances of making mistakes on the patients.

The experience gained by Arab Muslim male students has been found to be much better than the experience who do not use simulation throughout their learning process. The process of simulation involves teaching the students with the use of videos that simulate how the process of birth is carried out. The student is exposed to the child delivery process and then required to master every step. With practices and doing some practices that do not involve the actual processes of child delivery, the student is able to learn everything needed in the course (Henderson et al., 2018). In sum, there is no much bigger difference between learning through the simulation process and the actual process that other nursing students go throughout their studies. Other students deal with the mothers giving birth directly. However, the Arab Muslim male students do this due to cultural barriers they go through. One would, therefore, expect that the students who are not forced to use simulation in learning to be outstanding since they are dealing with the women who give birth directly (Jeffreys, 2015). However, studies have shown that Arab Muslim male students who learn through the use of simulated videos have much better experience than other students. They have the quality knowledge, better in patient safety and experience.

The perception of faculty readiness for OSCE and simulation is that they believe the students are always ready to take exams. Although they may take exams even without having done any kind of actual child delivery they faculty for OSCE believe that they are capable of doing great in the field when they get to actual work (Jirwe, Emami & Gerrish, 2015). Studies have proven that the right skills can be achieved by Arab Muslim male students. From the past experiences, the students have been found to have very good skills, good experience, knowledgeable and good in ensuring patient safety all time. There is no much difference between these students and the students that have been in the actual practices of child delivery (Raman et al., 2016). The main difference, however, is the fact that the students do not have that actual environment of child delivery and he she may have minor issues in their first days of work. However, these Arab Male students have proved to be very confident in their work when they do the actual work. This is very encouraging to them and the faculty.

In conclusion, the cultural barrier put against the Arab Muslim students that they cannot attend to women giving birth does not seem to have impacts on them. Learning through the simulation process have been made to ensure that Arab Muslim students gain the experience required in the field. The simulation gives the students the right skills required in the field. Although the male students have been restricted from attending to mothers giving birth in hospital wards, they have proven to be fit when they get to actually work in the field. Their process of learning gives them a lot of confidence, knowledge, experience and skills in ensuring that patient safety is highly implemented. People have gained a lot of trust and confidence to these students from the way they have been doing work in the field after graduation. They are much experienced and confident in their work. Studies have proven that the Arab Muslim students are much more experienced and confident in their work than the students who had the actuals training with the patients in the hospital wards. The faculty of OSCE also has a lot of confidence with the process of simulation. This is because they have found that the students are doing much better in the field.

References
Jeffreys, M. R. (2015). Teaching cultural competence in nursing and healthcare: Inquiry, action, and innovation. Springer Publishing Company.
Raman, S., Al-Khasawneh, E., Rani, J., Kirubai Jacob, D., & Leocadio, M. (2016). Learn, Yes! Serve, Yes?: Arab Muslim Male Student Nurses’ Experiences in learning Maternity Through Simulation.
Jirwe, M., Emami, A., & Gerrish, K. (2015). Learning to Nurse in a Multicultural Society–The Experiences of Nursing Students in Sweden. J Nurs Care, 4(287), 2167-1168.
Henderson, H., Ballard, I., Alsuwaidi, L., Thomas, R., & Ezimokhai, M. (2018). Simulation: Teaching Medical Ethics to First Year Medical Students within the United Arab Emirates. MedEdPublish, 7.
Dubovi, I., Dagan, E., Mazbar, O. S., Nassar, L., & Levy, S. T. (2018). Nursing students learning the pharmacology of diabetes mellitus with complexity-based computerized models: A quasi-experimental study. Nurse education today, 61, 175-181.