Clinical feasibility is the process of evaluating the probability of conducting a particular clinical program in a given geographical location. The overall objective of the feasibility in the clinical field is to ensure the completion of the project within the timelines, costs and targets. The clinical feasibility is intended to identify the possible challenges in the conducting of the clinical program. Simulation involves the creation of artificial environment in the carrying out of the experiment in the clinical project; this is the creation of the artificial clinical environment. Simulation helps the students in acquisition of knowledge, critical thinking and skills in the clinical and nursing spheres. The identified issue is the public safety in the situations of alterations in the clinical experiments and outcomes based on doubts of reality (Reid-Searl, et al, 2011).
The Description of the Issue
Though simulation helps in creation of new techniques and acquisition of varied knowledge and skills in the clinical and entire medical field, the impacts are treacherous and detrimental to the public. Reduction in the time and resources in the simulated program are the cause of complications in the field of clinical science. The simulation gives the students in the study of clinical and nursing environment the reluctance of seriousness in the process. They are no longer in the task of engaging in care activities in the clinical program (Lapkin & Levett-Jones, 2011). The simulation creates artificial conditions that are not real thereby deceiving the students. The interactions in the field’s program are crucial in the formation of proper operations in the clinical field. The transferability of the simulation time and experience to the clinical hours is in great doubt of efficiency as the reality is not guaranteed. The confidence in the people and the practitioners is not certain as the alterations create imaginations and outcomes are uncertain. The feasibility therefore is very important before the incorporation of the simulation into the real clinical programs (Reid-Searl, et al, 2011).
The Impact on Physical Therapy Care
The fidelity of simulation is a real challenge in that it cannot replicate real situation in the clinical field. Replacing the clinical hours with the simulation hours impairs the provision of physical therapy care to patients with physical injuries. This is linked to the difficulty in the interpretation of real physiological signs and symptoms in the case of physical injury. It neither is impossible for the identification of crackles in the lungs nor displays them. This is a great challenge and more so if the evidence of such injuries and their symptoms may be very significant for the treatment process in the clinical field (Lapkin & Levett-Jones, 2011).
There is need for high fidelity machine or imagination in the treatment under simulation in the physical therapy. This will thus imply that the learner requires to be highly informed of the need to perceive the machines in the expected results. This ability to perceive the simulation outcome creates the ability to impair the outcomes in that the results may be over approximated by the learners. This directly affects the recommendations that the students and the practitioners would give to the patient with physiological problems. “The learners are not in a position” to control the errors in the outcomes of the experiments and this is very detrimental to the lives of the patients undergoing treatment in the simulated clinical program (Reid-Searl, et al, 2011).
Effect of Using High Fidelity Physical Therapy Simulation
High fidelity implies that the machines used in the interpretation of the outcomes of the clinical program are perceived by highly skilled student. There are some conditions that are altered and this is compulsory to the simulation program. This is a challenge in that not all conditions are altered by the fidelity machines (Richardson & Claman, 2014). Emotional conditions cannot be altered to meet the recommended simulated nursing environment in the process. The standardized patients are at times not revealed to be sick by the fidelity machines. This is because the fidelity machines over expect much from the sick. All these conditions that are created by the fidelity simulation do not give the learners, the students the required skills in the field of clinical nursing.
My Position in Using High Fidelity Simulation
High fidelity simulation is not healthy to the public and the students in the clinical field. This is because the high fidelity simulation creates conditions that are not realistic and not achievable in certain circumstances. The results are not real too and this gives risks of giving wrong recommendations to the patients. This is highly detrimental to the health and lives of patients. In another condition is the realization and identification of physical symptoms and signs in the treatment of physical injuries. This is deemed to slow the treatment process of patients in this condition. The students too are not in a position to acquire practicable experience as the conditions created in high fidelity simulation are not mostly recommended (Richardson & Claman, 2014).
High fidelity simulation is recommended in gathering of information, experience and skills in the learning environment. The students are also able acquire critical skills to help them in addressing issues and emergent problems in the clinical field. Though the significance are immense, the implications are worse in certain areas. In cases of physical therapy care, high fidelity simulation is detrimental to the lives of the patients and the entire public. High fidelity simulation broadens the experience conveyance and skills dispatch to the students but is not generally best for other fields in the clinical field.