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NURS FPX 6112 Assessment 4 Implementation Plan for a New Simulation Product

nursfpx6112assessment / July 16, 2026

NURS FPX 6112 Assessment 4 Implementation Plan for a New Simulation Product Student Name Capella University NURS-FPX6112 Technology Integration for Nursing Education Professor Name Submission Date Implementation Plan for a New Simulation Product Slide 1: Hello I’m __________. This presentation will explore the introduction of the Sentinel U online nursing simulation scenario platform to improve competency in large clinical reasoning and decision-making skills deficits identified in the nursing field. The assessment will include the following: integration plan, staff training needs, evaluation metrics, and the economic impact of a successful implementation. This study proposes that Sentinel U is a viable, scalable solution to improving nurse education and improving the preparation of students for clinical practice through the consideration of these factors. Slide 2: Overview of the Technology: Sentinel U Online Simulation Platform Sentinel U is a web-based simulation learning system that is an online simulation-based learning platform to improve nursing education through interactive, scenario-based virtual patient simulation (Kool, 2021). It is an interactive collection of modules on key topics including physical assessment, pharmacology, and pathophysiology, which provide students with an opportunity to practice in realistic clinical scenarios in a flexible and scalable learning system. Crucial parts of this platform include branching decision paths, dynamic patient avatars, immediate multi-modal feedback, and rich de-briefing tools which promote clinical thinking and reasoning. The platform is self-paced and can be accessed remotely; thus, it can be easily applied to hybrid and fully online nursing programs. Virtual patient case studies such as those described by Smith et al. (2020) around the control of elevated blood pressure, nerve damage, respiratory issues, and side effects of medicines also form part of the content. This type of case can be incorporated into the basic-level nursing education courses such as Fundamentals, Pharmacology, and Pathophysiology. Slide 3: Addressing Educational Gaps with Sentinel U The important gap in nursing education currently is the limited opportunities students have to apply knowledge to practice in real-world situations prior to practice and in an environment where actual risk is eliminated. Most of the students find it difficult to set theory and practice into perspective, especially to make clinical decisions based on data from physical assessment and pathophysiological and pharmacological concepts. Sentinel U explicitly fills this need by offering evidence-based, structured simulations which involve students in gathering patient data, interpreting symptoms, and timely intervention (Ropponen et al., 2025). For instance in the case of hypertension, the students have to take the virtual vital signs of a patient, review the medication time schedules, know the pathophysiologic effects of chronically elevated blood pressure on the organ systems of the human body and choose the right pharmacologic intervention (Alreshidi et al., 2025). This combination enables synthesized clinical judgment and equips the students to better deal with complex clinical situations in real life. Slide 4: Needs Assessment The needs assessment indicated that nursing students’ opportunities to practice clinical decision-making and reasoning in a governed setting are limited before clinical rotations. Staff said that although the high fidelity manikin simulations facilitate learning of practical skills, these are costly, limited, and cannot be replicated. In addition, students studying in distributed/asynchronous learning settings lack the chance of having access to simulation laboratories (Fabriz et al., 2021). Most of the students who responded to questionnaires expressed a desire to be more autonomous in using clinical judgment, particularly with regard to pharmacology-physiology integration. Instructors also reported inconsistencies in students’ preparations for clinicals, especially noticing changes in a patient’s condition and responding appropriately and promptly. Slide 5: Necessity and Potential Impact of Sentinel U A low-cost, scalable, and complementary solution to current simulation modalities provided by Sentinel U implementation into curricula helps address these problems within the context of curricula. It can provide standardized and reproducible clinical scenarios, allowing equal access to quality experiential learning for all students. The retention of knowledge and confidence in the clinical environment are enhanced, as Sentinel U can be built into core courses, all while providing a way for students to work through difficult cases at any time (Klenke et al., 2023). It is best used for NCLEX-style decision-making and practicing for clinical. Sentinel U also improves program outcomes and supports ongoing quality improvement in learning and teaching, since it facilitates AI in nursing education. Slide 6: Integration Strategy Sentinel U will be integrated into three key nursing courses: Pathophysiology, Pharmacology and Health Assessment, in the second semester of the sophomore year. Each course will include 2–3 weekly learning objectives that are mandated by the Two-To-Three Sentinel U modules per course framework. For example, the Pharmacology students will be completing a module on antihypertensive therapy, and they will be able to track a patient’s response to the medication and make any necessary changes based on the clinical findings, as per the Cowart and Updike (2020) study. Pre-briefs will be given in the learning management system (LMS), as will guided reflection questions and post simulation de-briefs to create seamless integration. The platform allows faculty to see an analytics dashboard to track students’ learning and gaps. Slide 7: Staff Training and User Preparation A stepped training plan will be used to train the staff and faculty for implementation. Simulations will have core team of simulation educators that receive formal training through Sentinel U. They would in turn conduct workshops for course instructors on selecting the appropriate modules, facilitation and debriefing technique. Students will receive orientation sessions during their first semester, which include tutorials about how to use the platform and what should be done during the simulation. Technical support would be provided to the technical actors who were to be trained in addressing connectivity and access problems. Fidelity will be supported through professional learning, through monthly communities of practice. Slide 8: Benefits and Enhancements Sentinel U helps students master the skills needed to build physical, pharmacologic, and pathophysiologic skills into clinical decision-making. A simulated case of a diabetic patient with neuropathy must lead learners to an assessment of decreased pedal pulses, interpretation of labs, understanding of microvessel complications, and assessment

Capella University, MSN, NURS-FPX6112

NURS FPX 6112 Assessment 3 Comparison of a Simulation Product or Process

nursfpx6112assessment / July 16, 2026

NURS FPX 6112 Assessment 3 Comparison of a Simulation Product or Process Student Name Capella University NURS-FPX6112 Technology Integration for Nursing Education Professor Name Submission Date Comparison of a Simulation Product or Process The purpose of the assessment is to make a comparison between two technologies in simulation in the education of nursing students: web-based simulation (The Sentinel U) and simulation using high-fidelity manikins. This comparison would be used to evaluate the effectiveness of both simulations in achieving a variety of educational outcomes such as critical thinking, clinical skills, and pharmacological knowledge. Based on considerations of cost, accessibility, learner role in the simulation, and practicality of the pathophysiological aspects taught, this evaluation will help the researcher to form a conclusion as to which simulation technology will better prepare the nursing students to provide care to patients. Environment for Simulation Technology This simulation technology will be applied in a course in nursing education to build critical clinical decision-making skills, assessment skills, and pharmaceutical skills. The group of students to be targeted would be those nursing students who would be going to their clinical or to the first year of their preclinical. This group of people must be not only theoretically oriented, but also have wider competencies than it is about delivering safe and qualified care to patients (Sałacińska et al., 2025). It will be enriched by including an online simulation, Sentinel U, where the scenario will revolve around physical assessment, pharmacology, and pathophysiology of the virtual patients, within the theoretical studies. Rationale for Comparing Simulation Products This Sentinel U online simulation is compared to other simulation technologies to see which tool is best suited for nurses to accomplish the learning outcomes. Use of a high fidelity manikin will be employed allowing for hands on interaction with a tangible model, this will provide some physical response (Lucas et. al., 2024). The similar comparison is thus due to the need for the right way to integrate theory and practice, which would yield the most effective and efficient approach. The Sentinel U simulation is extremely flexible, convenient, and cost-efficient, while the high-fidelity manikin offers an opportunity for hands-on learning, which is a necessary component for developing clinical skills. The contrast of the two products enables them to get the best and most balanced education among the students. Comparison of Simulation Technologies The comparison relates to the Sentinel U online simulation and high-fidelity manikin simulation. Some high-fidelity simulation on a manikin will also be part of the comparison – with a real manikin that can give feedback, etc. This comparison is made because when it comes to integrating theory and practice, there has to be a better and more efficient way to do things (Cant & Ryan, 2022). While a high-fidelity manikin will provide hands-on practice of the skills that are essential in clinical practice, the Sentinel U simulation is convenient, feasible, and affordable. Features, Capabilities, and Benefits The Sentinel U online simulation provides students with virtual situations with patients, allowing students to gather data, evaluate physical cues, and make decisions that utilize clinical reasoning. It is highly convenient, cost-effective, and can be practiced (Sans et al., 2022). This kind of simulation helps students to learn on their own and, in most cases, to think critically, making decisions that are made instantaneously and that consequently help to enhance clinical judgment. There is a lot of good to high-fidelity manikin simulation; it’s more hands-on and immersive. It mimics real-life responses to interventions, including changes in vitals, breathing, and/or heart sounds. Skills are developed in a practical simulation as part of assessment skills, including measuring blood pressure, auscultation, and medication (Burnett & Fiebert, 2024). Mostly positive in that it helps pupils to be hands-on with equipment and patients and so improves their outcomes when it comes to the procedures and treatment of the patients. Rationale for Effectiveness and Efficiency The Sentinel U simulation is better at providing theoretical knowledge and decision-making skills when physical manikins are not available and/or the resources are limited. Promoting distance learning is effective and offers opportunities for the students that can be scaled. In contrast, the high-fidelity manikin facilitates training in more hands-on and complex manoeuvres where students need to directly apply the skill with a patient, such as fine-tuning a physical assessment skill (Aebersold & González, 2023). While it is different in the two simulations, the better the manikin is, the more likely it will help the student develop clinical skills requiring physical skills, and therefore the high-fidelity manikin is helpful to the student who needs to practice physical examination and intervention. Impact of Simulation Technologies on Educational Outcomes The Sentinel U online simulation mainly influences the areas of knowledge retention and critical thinking. It improves theoretical knowledge by incorporating the students into a virtual environment, as the students are able to apply knowledge acquired in the areas of physical assessment, pharmacology, and pathophysiology to virtual reality environments (Chakal, 2024). The immediate response provided during simulation will encourage and inspire students to explore and reflect on their decisions and make improvements to their clinical thinking. There are also mechanisms to repeat situations and thus ensure greater knowledge retention about clinical situations. The online simulations are good in enhancing cognitive learning, decision-making, as well as contemplation in nursing education. The high-fidelity manikin simulation pays more attention to the development of clinical skills. It enables students to perform some physical assessments on patients, give medicines, and practice more of the practical aspects of this type of work in an educational environment with less risk and health threat. The high-fidelity manikins give immediate feedback on the physical intervention at the time of learning, aiding in the technique of the learner (Sałacińska et al., 2025). The technology mentioned will increase learning through touch and help the students to perform complicated clinical activities without error. Rationale for the Comparison The comparison between Sentinel U online simulation and high-fidelity manikin simulation shows differing educational outcomes impacted by each technology. Under special conditions that are not

Capella University, MSN, NURS-FPX6112

NURS FPX 6112 Assessment 2 Evaluation of a Virtual Simulation Scenario

nursfpx6112assessment / July 16, 2026

NURS FPX 6112 Assessment 2 Evaluation of a Virtual Simulation Scenario Student Name Capella University NURS-FPX6112 Technology Integration for Nursing Education Professor Name Submission Date Evaluation of a Virtual Simulation Scenario Virtual simulation technology has revolutionized how students are educated in nursing as it provides students with realistic experiences in a risk-free environment. Sentinel U has created an evidence-based online simulation platform that is specifically designed for pre-licensure nursing students to help them learn how to develop their clinical reasoning and decision-making skills in a realistic simulation. This may involve the Liza Herzog scenario, for example, which involves a 27 wk pregnant female with a known history of hypothyroidism and presents with fatigue, allowing students to practice skills from the physical assessment, pharmacology and pathophysiology areas and make decisions about their patient care. The studies demonstrate that simulated environments can enhance student outcomes by giving students an opportunity to apply their skills in an academic environment while also simulating situations in the real world (Damaševičius & Sidekerskienė, 2024). This report is to assess the effectiveness of the Liza Herzog simulation in developing critical thinking skills of students in the three learning areas of nursing competencies (cognitive, affective, and psychomotor). Scenario Context As simulation technologies continue to evolve, they have become an essential element in preparing nursing professionals around the world. As an illustration, Sentinel U is creating a clinical simulation platform to engage both nursing instructors and students in clinical simulations via the Internet as part of their nursing education. For this site, Liza Herzog, a 27 year old female, a virtual patient case has been developed, who has a diagnosis of hypothyroidism and is currently 27 weeks into her pregnancy. The clinical scenario is designed using real-life experiences of patients and the clinical guidelines (Duncan et al., 2026). This Liza Herzog simulation has been developed by an educational institution for pre-licensure undergraduate nursing students. The Liza Herzog Simulation is designed to provide a clinical learning opportunity for nursing students in a structured format prior to their professional practice. Simulation helps nursing students create and use clinical judgment skills in a safe, repeatable, standardized environment without the risk of an actual patient. It is a simulation using Kolb’s Experiential Learning Theory, giving opportunities to students to actively experiment and reflective feedback about their experiences in a simulation that is as close to reality as possible, with real world interaction with patients. Physical Assessment One of the skills that should be taught is how to do a comprehensive physical assessment, which is part of the student’s preparation in nursing to be able to move into clinic. Beyond the data recorded initially in the Liza Herzog simulation framework, the Liza Herzog simulation takes a systematic approach to the assessments, starting with obtaining vital signs and collecting a health history. Additionally, the students will learn to assess tachycardia and pallor/light-headedness and will also examine the same as it applies to the state of pregnancy. A recent study indicated that using simulation-based training to perform physical assessments has positively impacted both accuracy and confidence levels in students’ abilities to perform physical assessments (Costa & Monger, 2024). The physical assessment component of the Course will give the students a firsthand exposure to clinical practice to enable them to attain a high level of knowledge of the subject matter and plenty of practical experience to become a highly competent clinician. Students can gain an understanding of systems and conduct a targeted evaluation of the symptoms of pregnancy through simulated experiences. For instance, students who studied Liza Herzog discovered minor details such as “pagophagia” and “tachycardia” and drew inferences between these findings and “iron deficiency anemia” and showed better prioritization of clinical assessment data. Students may relate their observations (increased breathlessness, fatigue, increased heart rate) to the pathological explanation. Developed by noted expert Dr. Carol Dash, Pagophagia (craving ice) is a subtle but very important clinical symptom of iron deficiency anemia that is included in the simulation. Pagophagia and other such characteristics will emphasize the diversity of patient presentations that can be seen in clinical practice (Duchac, 2025). All of these parts of the evaluation will help the student understand and prioritize clinical findings rapidly and accurately. Pharmacology In order to deliver safe and effective patient-centered nursing care, nurses must have a thorough understanding of pharmacology. The medication prescribed to Liza is a simulation of what could be prescribed once she receives further evidence-based results to support that Liza will benefit from receiving ferrous sulfate as treatment for her iron deficiency anemia. Considering Liza’s pregnancy status, nutritional deficiency, and documented low hemoglobin level, Ferrous sulfate is an appropriate medication to use in treating a pregnant woman with iron deficiency anemia. Oral iron supplementation is recommended as the first line of treatment in the management of iron deficiency anemia during pregnancy (Auerbach, 2023). The pharmacological decision-making for Liza is clinically appropriate and matches well with the patient’s profile. In the simulation, docusate sodium has been added to treat any gastrointestinal issues the patient may be having due to oral iron intolerance. Learners must also consider intravenous iron infusion if oral therapy does not work, which enhances their clinical decision-making skills. Drug-drug interactions are demonstrated within the scenario as well; one example is the need to avoid using calcium products along with iron. Constructivist learning theory supports this approach, as students build pharmacological knowledge by actively engaging with realistic patient scenarios rather than passively receiving information (Khurshid et al., 2023). Pharmacotherapy simulations that provide for adverse effect management enhance the learner’s preparedness to interact with real patients (Phanudulkitti et al., 2023). All these components will enable learners to develop a thorough and applicable knowledge base about the use of iron therapy during pregnancy. Pathophysiology To deliver quality care and make effective clinical decisions, a solid understanding of disease processes is required. The simulation adequately reflects the pathophysiology of IDA during high-risk pregnancy. The mother has a past history (7 pregnancies), poor nutrition, and poor thyroid function, which

Capella University, MSN, NURS-FPX6112

NURS FPX 6112 Assessment 1 MSN Practicum Conference Call Template

nursfpx6112assessment / July 16, 2026

NURS FPX 6112 Assessment 1 MSN Practicum Conference Call Template Student Name Capella University NURS-FPX6112 Technology Integration for Nursing Education Professor Name Submission Date MSN Practicum Conference Call Template Date: ___________ Attending: ____________ Meeting objectives: Hours are being completed and logged without any problem with verification. Balancing time in multiple courses and late nights and practicum hours between two courses without “double dipping.” Complete 50 practicum hours for this course (not more than 12 hours per day) including experiences in simulation to support learning in the area of education technologies. Topic Notes Action Item Practicum Hours Tracking Hours are being accrued and logged appropriately – no concerns. Maintain existing tracking and verification system. Course Requirements There are 50 hours of credit for this course or it can be a combination of hours from courses if worked the same day and no double counting. Ensure that hours are monitored and comply with policy. Simulation Opportunities Simulation (any fidelity) is encouraged for solidification of learning in the course. Pursue and participate in simulation opportunities available in practicum. Support & Communication The instructor is available to answer questions and even asks students to seek assistance. Please consult Dr. Dawn Summers for any questions or clarifications. Workload & Well-being The instructor recommended that the participants prioritize rest as they had hectic schedules and late nights. Effectively plan workload to ensure sufficient rest is allowed to sustain performance. Step-By-Step Instructions to write NURS FPX 6112 Assessment 1 Contact us today and receive expert step-by-step guidance for NURS FPX 6112 Assessment 1. Best Capella professors to choose from for NURS-FPX6112 Class Dr. Mark Adelung, MSN, PhD Dr. Jodie Ausloos, EdD, MSN (FAQs) related to NURS FPX 6112 Assessment 1 Question 1: What is NURS FPX 6112 Assessment 1 about? Answer 1: Documents a practicum conference call on hour tracking, simulation, and workload balance.