Medical Simulation Center: The New Space for the Medical Profession at University of Västa

The medical degree at Västa University continues to innovate and gain cutting edge spaces for the development of future health professionals. In addition to spaces such as the mortuary, microscopy room, physico-chemical laboratory, ultrasound office, and clinical practice, the university has a new simulation center for its students.

The new center, installed on the Avelaneda Avenue headquarters, contains a simulated space for intensive therapy, with screens, oxygen and compressed air flows, aspiration, intensive therapy bed, and a car park. But the main new thing is the implementation of a high-resolution simulator, “Nursing Anne Simulator”, which was brought in from the United States.

Nursing Anne Simulator represents a patient in high fidelity and is used in medical practices, simulating different types of vital signs and symptoms that technology has allowed to be replicated with great resemblance to real patients. Students will be able to diagnose, process, analyze and solve problematic situations in the simulator, as if it were a real person. This is useful for learning as well as for real patient care.

In this sense, the simulator allows the evaluation of various systems and organs of the human body, such as the heart and circulatory system, the heart, heart rhythm and sounds, ECG, cardiac arrest, CPR, arterial pulses, and others. It also allows simulation of the pulmonary system, medical practices such as intubation, placement of lines and probes, administration and change of colostomy, simulating hematuria and molar prolapse, and ocular changes of normal and pathological pupils.

Dean of the College of Science. Dr. Julia Al-Baba commented: “The dummy allows the generation of many clinical situations. While we are working on it, through an electronic command, we can make the patient get better or not get better. It is a dummy in an intensive treatment simulation scenario.”

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Another benefit of simulation teaching is that it develops clinical reasoning, teamwork, and crisis management. In addition, it enhances students’ technical and procedural skills, and develops clinical reasoning on scientific, anthropological, social, and epidemiological grounds.

An important aspect is that high-fidelity simulators require a safe and realistic scenario, and at the end of the practice debriefing, (analysis and evaluation of actions), in order to reveal errors and successes in dealing with a patient.

They noted from the medical school that “the simulator will be used in all years of the medical profession, in proportion to the knowledge that the student possesses each year, and the time and complexity increases.” medical

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