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NURS FPX 6400 Assessment 2 Presentation to Staff: Nursing Informatics Student name Capella University NURS- FPX6400 Professor Name Submission Date Slide 1: Presentation to Staff Nursing Informatics Hi, I am ___________. In this presentation, the use of information and communication technology in nursing practice is discussed. Slide 2: (Objectives)  The focus of the assessment will be to stress the use of ICTs in nursing practice, compared to the implementation of evidence, theoretical models, and maintaining consistency within data. The assessment will then look at obstacles to the uptake of technologies and recommendations on how to address digital inequalities and best practices of sharing data and communicating with stakeholders. The scenarios listed above demonstrate that good nursing informatics practice will lead to better health care, fewer health care errors in a health delivery system, and improve health equity in the health systems today. Slide 3: Best Evidence and Practices in Information and Communication Technologies Indeed, the implementation of the use of Information and Communications Technologies (ICT) in the health sector has been further stimulated by the possibility of optimising an incomprehensively large clinical research based on evidence-based effectiveness, prevention of errors, and maximisation of patient participation. Evidence-based ICT systems are systems with user-friendly interfaces, systems that are open, have built-in interoperability, and are connected to clinical decision support (CDS) applications. Real-time alerts for checking drug interactions, allergy, and dose errors, for instance, have been proven in Muzaffar’s research to reduce the incidence of medication error significantly if implemented in an EHR (electronic health record) system with decision support alerts. Secure messaging capabilities include a telehealth capability that ensures timely patient-provider messaging, minimizing care delays and patient adherence problems to the treatment plan. Lastly, continuity of care is guaranteed at all of these services, particularly for long-term / post-acute facilities to which patients can “shuttle” back and forth between post-acute and acute services. Slide 4: Challenges There are some difficulties when introducing ICTs. Health data is sensitive, and privacy and data security are of the utmost importance, especially in the era of growing cyber threats. In addition, HIPAA and HITECH mandate various strictures on protecting patient data, such as powerful encryption, user access controls, and routine audits of systems. The issue of cost is another significant challenge; when making an investment in hardware, software, training, and technical support, these investments can be substantial, particularly for smaller facilities in the long-term care industry. However, if the system experiences frequent downtimes or is not user-friendly enough, some workarounds may be adopted by the clinicians that will have a negative impact on data integrity. To reduce the risks, implementing organizations need to have a phased approach, conduct extensive vendor evaluations, and ensure that stakeholders are involved in the process. ICT can provide healthcare providers with the ability to provide better healthcare whilst controlling risks. This helps to maintain a solid patient relationship and enables smoother operations. Slide 5: Technology Acceptance Model (TAM) How successful new technology can be integrated into clinical practice can be well understood and well informed by using a well-known theoretical framework, such as the Technology Acceptance Model (TAM). TAM theory points to the influence of two factors in the users’ acceptance of the use of technology, namely perceived usefulness and perceived ease of use. However, in EHRs, nurses who think that it will facilitate them in delivering safe and efficient care and is user-friendly are more likely to accept it. However, systems that are perceived as being cumbersome, burdensome, and unnecessary to real-life work are likely to be resisted and consequently, not adopted or will possibly fail projects. An understanding of staff perspectives of needs, however, needs to be taken into account in planning and training to facilitate adoption and maintenance of the use. A study by Nazari, who wanted to determine how well healthcare organizations could implement the TAM in their EHR implementation strategies, found that those hospitals that went through the TAM were more successful at user acceptance and less resistant to the EHR at the frontline. Targeted interventions (hands-on simulations, peer mentoring, and workflow-specific training) were identified as some of the interventions to increase the perceived usefulness and ease of use of these organizations. In addition, involving end-users in tailoring the system, such as tailoring documentation templates to reflect end-users’ actual nursing procedures, also increased end-users’ ownership and interest. The measurable improvements in innovation and adoption, along with the adaptable training programmes and culture of innovation within the long-term care facility, thanks to TAM as a referent model, will help them to anticipate adoption barriers and create a training programme that is ready to adapt. Slide 6: Standardized Data Collection When the same coding and definitions are utilized to gather information about nursing activities, nursing-sensitive measurements like pressure ulcer rates, fall rates, and effectiveness of pain management are more precise. This degree of accuracy enables nurses to follow evidence-based practice, have an overview of national standards for nursing, and easily demonstrate the impact of their care on the outcome for the patient. It’s a great method to get their messages out there and appreciated. Beyond the individual patient, the clinical care related to standardized data would be beneficial in gauging the performance of the organization and for developing policies. For instance, Ogawa found that EHRs with a structured form of assessment tools led to a huge increase in residents in long-term care facilities being identified as clinically deteriorating, and appropriate intervention was done, avoiding unnecessary hospital admission. System level aggregation of nursing data can be used to feed into the decision-making process using a staffing model and quality improvement, and for allocation of resources or management. Also, the long-term care facility may be able to connect to the area hospital’s EHR system, which can provide even more interoperability for care transitions, reduce duplicate assessments, and help coordinate care. The organization has standardized data collection and is already playing a role in contributing to the positive impact on population health management and value-based care models, in its context.

NURS FPX 6400 Assessment 1 Conference Call Scheduling Student name Capella University NURS- FPX6400 Professor Name Submission Date MSN Practicum Conference Call Template Date: ____________, Phone Conference Call Duration: 5 minutes Course: 6400 Attending: Student: _________ Preceptor: [Preceptor Name] Professor: [Professor Name] Meeting objectives: What are some positive things happening in your practicum? Student and Preceptor reported no difficulties, and collaboration is positive. They are working on a project as partners. What do you find to be your problems? Student has reported no injuries; Preceptor has reported no injuries. What do you hope to accomplish in your practicum? Complete informatics hours on the newly installed computer system (EMR); keep communication open with Professor / Preceptor.       Topic Notes   The initial meeting of the school. Welcome & general orientation. Action item: The professor thanked the preceptor. There were no dropouts in all participants. Student and Preceptor worked well together, with no problems.   Project Update Action item: Continue working on projects together with the preceptor.   Informatics Hours Discussion Action item: Preceptor reported that the EMR system is now in use and very user-friendly. The student will keep up with informatics hours on the new EMR system.   Closing Remarks       Action item: The professor asked the student and the preceptor to contact him for help. The meeting concluded positively. References For NURS FPX 6116 Assessment 1 References for the Assessment 1 will be uploaded soon. Please check back at a later time.

NURS FPX 6116 Assessment 5 Description of Hours | Complete Practicum Guide Student name Capella University NURS- FPX6116 Professor Name Submission Date NURS FPX 6116 Assessment 5 Description of Hours As I completed 50 practicum hours at Mayo Clinic in Rochester, Minn., I engaged in a variety of nursing informatics activities that have the potential to enhance healthcare delivery, patient safety, and improve the efficiency of clinical workflow. The practicum experience gave an understanding of how technology is used in nursing practice and the role of data in decision-making in healthcare environments. Much of the practicum consisted of witnessing the use of the electronic health record (EHR) system and its use by the nurse, physician, and interdisciplinary team members to aid in patient care. Reviewed documentation processes; assessed data entry processes; analyzed means of assuring data integrity and accuracy. This experience helped me develop a greater awareness of the standards for clinical documentation and what is required for regulatory compliance. We also worked with informatics experts to evaluate improvement efforts with patient safety indicators, medication administration records, and clinical decision support systems. By attending team meetings, I gained valuable insight into the processes healthcare companies use to pinpoint workflow issues and the ways technology can be leveraged to enhance patient results and streamline their operations. Other practicum experiences involved examining healthcare data reports, patient outcome data, and dashboard tools for healthcare performance monitoring. I have witnessed the generation and appraisal of evidence-based reports for evidence-based practice and organisational decision-making. Data analytics reinforced my knowledge of how informatics can help with quality improvement and population health management. Additionally, I was involved in conversations focused on cybersecurity, patient privacy, and adherence to Health Insurance Portability and Accountability Act (HIPAA) regulations. These activities highlighted the importance of safeguarding patient information and the need for clinical data to be readily available to authorised health care professionals. The practicum also included experience with new health care technologies, such as telehealth services, interoperability projects, and mobile health apps. Watching these innovations helped me grow in my understanding of the current nursing informatics innovations and the way that these would affect health care delivery. The 50 practicum hours, as a whole, strengthened my abilities in the areas of health information technology, clinical data management, quality improvement, and working across disciplines. This experience reinforced my ability to use the application of informatics principles in nursing practice, and it helped me to be prepared to contribute to technology-driven healthcare environments that aim to enhance patient care and organizational outcomes. References For NURS FPX 6116 Assessment 5 References for the Assessment 5 will be uploaded soon. Please check back at a later time.

NURS FPX 6116 Assessment 2 Course Definition and Alignment Table Student name Capella University NURS- FPX6116 Professor Name Submission Date NURS FPX 6116 Assessment 2 Course Definition and Alignment Table Transition to Professional Nursing Practice is a crucial component of the Nurse Residency Program offered in the hospital environment to newly licensed registered nurses. The course is devoted to helping students in their transition between the educational and the practice environment with the help of the evidence-based practice integration, clinical decision-making, and patient-centered care. This course can be offered in a blended format, with the idea that it can help trainee nurses have an encouraging environment. The emphasis is on nursing competence, professional confidence, and successful collaboration with the healthcare team development. The course is compliant with the national standards of nursing to help novice nurses deliver quality and safe care to patients in the complicated healthcare system. Program Offering Description The Nurse Residency Program for new graduate registered nurses is a career development opportunity offered within a hospital environment with the objective of helping new graduate registered nurses transition into professional nurses. Residency program entails a career development where new graduate registered nurses are undertaking a transition to practice in diverse healthcare settings, though with an emphasis on acute care settings (Mohammad & Al-Hmaimat, 2024). The residency program offers an all-inclusive educational experience to new graduate registered nurses to sharpen their clinical competence, critical thinking, and decision-making skills, with features centered around evidence-based practice, patient safety, quality improvement, and interprofessional collaboration. The ultimate objective of a nurse residency program is to give new graduate registered nurses a nurturing and educationally rich transition to practice, with an emphasis on enhancing patient outcomes, reducing clinical errors, and enhancing nurse retention (Rae et al., 2025). The residency program is a 6-12-month educational program aimed at helping the newly graduated registered nurses in their transition to practice to become professional registered nurses, and producing skilled graduates who are confident and competent practitioners capable of providing safe and effective care to patients in diverse healthcare settings. Program Learning Outcomes for Nurse Residency Program Clinical Competence and Patient Safety Deliver evidence-based patient-centered care that is safe. Prove the capability of working with the basics of nursing and clinical activities in acute care settings. Critical Thinking and Judgment Use clinical reasoning and decision-making skills in complex patient care situations. Determine the changes in the conditions of patients and take actions according to their clinical judgment skills. Interprofessional Collaboration Work effectively in a team of interdisciplinary healthcare professionals in coordinating patient care. Communicate with patients, families, and health professionals using effective communication skills. Responsibility and Career development Be accountable and practice ethical standards. Use reflective practice in support of lifelong learning and career development. Course Title: “Transition to Professional Nursing Practice” Course Definition Length of Course The course lasts 8 weeks of the Nurse Residency Program. The sessions of the course last 3 hours per week. The course comprises a combination of simulation-based learning, group learning, and synchronous learning. Practice: The usage of the course concepts in practice is implemented within the hospital in concomitant shifts with the residents. Purpose of the Course (Rationale) The aim of the course is to close the gap between the academic and practice environments for the newly registered nurses who have been licensed. The shift to the profession of a professional nurse may be difficult, taking into account the duty and treatment requirements of the patients at the hospital. The course helps the new nurses to develop their clinical competence, confidence, and professionalism (Lye et al., 2025). The course is centered on the use of evidence-based practice in the decision-making process in the clinical setting. This guarantees that the residents get safe, effective, and standards of practice nursing care. The course has simulation-based learning that promotes critical thinking and flexibility. This approach to learning is consistent with the requirements of the nursing community that encompasses safety and quality. Target Audience The course is aimed at newly licensed registered nurses in a Nurse Residency Program at a hospital. They are recent graduates, registered nurses, who have attended an accredited nursing program and are in their first professional nursing position. The course would also be beneficial to registered nurses who have limited clinical experience but want to improve their clinical skills, self-confidence, and nursing competencies in a hospital setting. Hours of credit, Place, and Reason It is a non-credit hour career development course in a Nurse Residency Program within a hospital/healthcare facility. It is part of the Nurse Residency Program to address knowledge gaps in clinical practice preparedness, such as clinical judgment, communication skills, and the application of evidence-based practice. It is part of the program to assist adherence to national standards and increase the readiness of the new graduate nurses in a hospital setting. Course Learning Objectives To be competent in using evidence-based clinical practices safely and effectively in care provision to our patients. To be able to demonstrate the clinical reasoning and decision-making process used in different patient care and clinical situations. To have the capacity to show how to perform the fundamental nursing skills and procedures safely and correctly.  To have the ability to cooperate and work with other health care professionals to give coordinated care to patients. Strategies and examples of evaluation and assessment. To compare the pre and post-course knowledge of clinical concepts and evidence-based practices (Cognitive domain) of the students. To carry out a performance assessment by simulations or simulated situations, assessing the skills of students in the field of clinical work and decision-making in their fields (Psychomotor domain). To perform a set of evaluations of the degree of career development and the degree of emotional reaction students have to the clinical work they have carried out (Affective domain). To carry out an assessment based on peer feedback on the role of students in group sessions and the discussion of case studies through teamwork. Assumption There are a number of assumptions that underpin this course. One,

NURS FPX 6116 Assessment 1 MSN Practicum Conference Call Template Student name Capella University NURS- FPX6116 Professor Name Submission Date NURS FPX 6112 Assessment 1 Conference Call Scheduling and Notes MSN Practicum Conference Call Template Date: Attending: Student (____), Preceptor (____)  Meeting objectives:         What have you got right in your practicum?         What problems do you have?         What do you hope to accomplish during your practicum experience? Topic Notes Meeting Had a Zoom meeting with the instructor and preceptor. The student is engaged and ready. The instructor offered encouragement and guidance. Action item: Schedule additional meetings as needed for support. Practicum Hours CEUs and webinars are not counted toward practicum hours. Log hours daily with correct dates, not all on one day. Max 12 hours/day. Action item: Log hours accurately with correct dates and realistic daily amounts. Hour Logging Learners made mistakes previously by logging all hours on one day; this results in corrections being required. Action item: Avoid errors by entering hours under the actual dates worked. Core Realm Submission   When submitting hours into Core Realm, ensure the name is included for identification.   Action item: Include name when importing logged hours into Core Realm.   Instructor Advice Pay close attention to scoring guides and instructions, especially for Assessments 2 and 4.   Action Item: Review scoring rubrics and instructions before starting assessments.   Summary References For NURS FPX 6116 Assessment 1 References for the Assessment 1 will be uploaded soon. Please check back at a later time. FAQs – NURS FPX 6116 Assessment 1 Q 1: What is NURS FPX 6116 Assessment 1 MSN Practicum Conference Call Template? The NURS FPX 6116 Assessment 1 MSN Practicum Conference Call Template is a document that is used to capture the first conference call among the MSN student, faculty, and preceptor. It is important in setting out the goals, expectations, timeline, and means of communication that will ensure the success of the practicum experience. Q 2: How do I complete NURS FPX 6116 Assessment 1 MSN Practicum Conference Call Template? NURS FPX 6116 Assessment 1 involves filling up a number of sections such as the participant information, the practicum objectives, the project focus, responsibility agreements, the notes from the call, and finally, the action items. The goals outlined should be in line with the course outcomes and MSN practicum standards while also capturing the feedback from the faculty and preceptor. Q 3: What are the requirements of NURS FPX 6116 Assessment 1 MSN Practicum Conference Call Template? The requirements involved include documentation of the conference call details, the description of the practicum objectives, identification of the stakeholders’ roles, the communication plan, and the project expectations.

NURS FPX 6112 Assessment 5 Description of Practicum Hours Student name Capella University NURS- FPX6112 Professor Name Submission Date NURS FPX 6112 Assessment 5 Description of Practicum Hours This practicum experience was 50 hours assisting the Nursing Informatics Department at Mayo Clinic in Rochester, Minnesota, with improving the efficiency of clinical workflows, documentation quality, and patient safety with the optimization of their electronic health record (EHR). The practicum experiences offered opportunities to observe and be involved in informatics activities that facilitate the utilization of evidence to support nursing practice and data to support decision making. Much of the practicum was dedicated to observing the nurses’ process when using nursing documentation in the EHR. Collaborated with nurse informaticists to determine if there were any redundancies, inefficiencies, or barriers to the nurses at the bedside. I mapped and analysed workflow through the use of workflows and made a qualitative observation of the interaction of nurses with clinical decision support tools, medication administration records, patient assessment tools, and templates. Optimising the use of EHRs is crucial for the efficient delivery of quality patient care, as it plays an integral role in patient data management and enables informed, rapid decision-making, which is so important for the quality of clinical care. I participated in data collection procedures to check the compliance with nursing documentation standards. I analyzed documentation completion rates, medication reconciliation, and patient education records by using dashboards. These activities enhanced my understanding of how healthcare data can be used to monitor performance and quality improvement programs. The other component of the practicum experience was collecting data to assess how well the clinical decision support alerts were working at the institution to decrease medication errors and increase patient outcomes. I have looked at feedback from users of the alarms (nurses) and discussed with the informatics team ways of making the alarms more relevant and user-friendly. Further, I also participated in meetings with multiple disciplines, including the nursing leadership, information technology specialists, quality improvement, and nurse informaticists. The following changes to the systems, optimizing EHR systems, cybersecurity awareness, and data governance practices were discussed. These meetings have brought up the importance of nurse informaticists as both a liaison between clinical care and information technology and a facilitator for the healthcare technologies to provide safe, efficient, and patient-centered care. In addition to attending staff trainings on new EHR features and documentation protocols, the practicum involved being integrated into the workflows within the agency’s daily schedule. The practicum also entailed involvement in staff education programs about the new documentation and EHR features best practices. I helped create educational resources and observed training sessions to help get users up to speed on system enhancements and their usage. Evidence shows that good training surrounding the use of EHRs is one of the biggest factors in implementing and utilizing EHRs with nurses. Overall, this total of 50 practicum hours built on my skills in nursing informatics, health care technology assessment, data analysis, health workflow design, and health care quality improvement. This experience furthered my knowledge of the role informatics solutions play in the safety of the patient, compliance with regulations, active healthcare operation, and patient outcomes. References For NURS FPX 6112 Assessment 5 References for the Assessment 5 will be uploaded soon. Please check back at a later time.

NURS FPX 6112 Assessment 4 Implementation Plan for a New Simulation Product Student name Capella University NURS- FPX6112 Professor Name Submission Date Implementation Plan for a New Simulation Product Slide 1 Hi, I am Emily. This presentation discusses the development of the new simulation system Sentinel U; it is an online simulator designed to enhance students’ clinical reasoning when it comes to nursing. The proposal identifies the identified learning gaps in the current programme, and sets out measurable measures of outcomes of the programme. The presentation aims to help students improve their competence and self-confidence based on evidence-based studies through the use of standardized vignettes of patients from the virtual world. Leveraging Sentinel U will complement current methods used to teach nursing creating a significant impact on nursing education. Overview of the Technology Slide 2 Sentinel U is an innovative, web-based simulation system designed to help turn nursing education upwards to the real clinical setting using the immersive virtual patient cases. This integrated approach to the three central domains of nursing practice, physical assessment, pharmacology and pathophysiology has been translated into engaging and interactive cases that elicit and support thinking and decision making. The students are given an opportunity to take health histories, interpret their symptoms, read their diagnostic information and select interventions in a safe environment: They can learn by themselves and they receive immediate feedback; they get to view the impact of the intervention, which enables them to continuously improve their clinical judgment. Sentinel U can be particularly beneficial at the preclinical and early clinical rotation phase when students are exposed in a systematic fashion to complex patient situations prior to exposure to real patients. The simulation scenarios include a variety of medical & surgical, pediatric, maternal-child and mental health scenarios. For instance, a student might be presented with a virtual patient of someone with hypertension and peripheral neuropathy, ask him/her to analyse the blood pressure pattern, evaluate neurological symptoms then decide if it is appropriate for the medications to be adjusted or not, based on pharmacological principles. To enhance the application of the theoretical content of modules, especially Fundamentals of Nursing, Advanced Health Assessment and Pharmacology for Nurses, Sentinel U modules can be used directly as part of the module. Research indicates that the Sentinel U modules can be utilized directly within a module, where the theoretical content is enhanced with practical application, particularly in the modules: Fundamentals of Nursing, Advanced Health Assessment and Pharmacology for Nurses. It’s also based on the cloud and can be used in a hybrid or fully online curriculum, making it versatile to all disciplines and clinical training programs. Addressing the Educational Gap Slide 3 A recent needs analysis revealed that there is a significant need for a gap between students’ confidence to apply theoretical knowledge to clinical decision making (CDM) in pathophysiology, physical assessment and pharmacology. In addition, many students struggle to correlate disease processes with interventions, as they have limited practicum experiences and different clinical placements, and instructors report that they have trouble providing personalized feedback when using high fidelity manikins, because of resource and time constraints. Sentinel U helps fill this void by offering students scalable, repeatable and standard virtual experiences that will help to practice clinical reasoning safely without the need to rely on a physical simulation laboratory, or on the availability of a clinical environment. Through curriculum integration, students are exposed to a wide variety of cases throughout their experience of Sentinel U’s student module, requiring the application of physical findings into understanding the underlying pathophysiology, and the safe application of pharmacology to treat their patients. The diabetic virtual patient needs to be treated with insulin, for instance, and a diabetic student needs to interpret the laboratory values, know what the respiratory compensations are and know how to dose insulin for the virtual diabetic patient, taking into mind co-morbidity and drug interactions (. Such a level of thought strengthens the correlation between classroom learning and clinical application, ensuring students that they’ll be competent and confident in their clinical skills before working with patients in real world environments Needs Assessment Slide 4 Fundamentally this involved a needs assessment which involved surveys, focus groups and performance data analysis with 120 nursing students and 15 faculties and involved a number of major issues identified in the current teaching practice. Over two thirds of the students stated that they were under-prepared to conduct physical examinations in detail themselves and 65% said they found it difficult to integrate the knowledge of drugs to different situations. Although faculty reported that high fidelity manikin training was beneficial, they noted that for each student, there was a time limit on high fidelity (one session/ semester) due to equipment and staffing. In addition, 70% of the teachers reported lack of clinical reasoning skills of students being present regularly at clinical rotations, leading to increase in anxiety and less effective learning by students. The more specific questions that involved applying pathophysiology to the examination of a clinical situation (average 72%) and applying a drug to a specific clinical situation (average 68%) were found to have poorer exam scores, by comparison to the questions that involved recall of foundational knowledge (average 85%). These findings suggest the need to bridge the theoretical-actual divide by asking for the use of more user-friendly, stable and interactive learning tools that can stimulate higher order thinking skills. Necessity and Potential Impact of Sentinel U Slide 5 Sentinel U is rolled out directly as a response to these gaps identified due to its flexible, evidence-based solution that makes clinical decision-making more accessible, while providing the opportunity for repetition. That’s not the case with Sentinel U which can be accessed remotely and learners could be offered the opportunity to run the simulation many times, at their convenience. Being exposed to multiple cases brings a wealth of experience in how the disease progresses, the effect of the medicine and timing indications in terms of safe patient care. The potential impact is to improve student’s preparedness

NURS FPX 6112 Assessment 3 Comparison of Types of Simulation Technology Student name Capella University NURS- FPX6112 Professor Name Submission Date NURS FPX 6112 Assessment 3 Comparison of Types of Simulation Technology The use of simulation technologies in nursing education has been deemed a very significant tool because students can practice clinical skills in a safe, controlled environment, without endangering patients. This is a comparison of two widely used applications. They are Sentinel U virtual simulations and high-fidelity manikin simulations, which are utilized in undergraduate nursing clinical assessment, pharmacology, and pathophysiology courses. The aim will be to identify which approach is more successful at achieving better outcomes in learning, including critical thinking, clinical decision making, and effective competency through simulated learning. Sentinel U reinforces decision-making on an interactive, scenario-based system and a high-fidelity manikin in these areas. This comparison is important to make in order to assess the contributions of each modality in achieving learning goals and to identify and measure the following factors: cost, usability, realism, storage space, service contracts, and durability in academic or clinical training settings. Simulation Technologies Sentinel U is a virtual reality simulation system that can support students in making clinical decisions through learning with interactivity. It gives real-life conditions that are diagnosed and need to be taken care of. For instance, hypertension and neurological symptoms with Aiyana Tehanata. Learners can make use of their knowledge of physical assessment, pharmacology, and pathophysiology with the valuable and immediate feedback, and repeat practicing it. It has many positives in that it is flexible, adaptable, can be accessed from any device with an Internet connection, and allows for reinforcing the learning process without in-person equipment or instructions. These simulations focus on cognitive learning, including collecting clinical information, interpreting lab results, making pharmacologic decisions, and reacting to changes in the symptoms in a safe and non-threatening environment. It also offers instant feedback and performance scoring, further facilitating student reflection and self-evaluation. Contrastingly, the students were exposed to high-fidelity manikins, in this case SimMan 3G, who responds to multiple stimuli. Students can train themselves by using their practical skills, for instance, breathing, the heart sounds, and speech. These types of manikins are typically used in practice sessions, skills laboratories, or in the hospital to practice clinical processes and emergency treatment in an immersive and team-based way. They are particularly useful to develop psychomotor skills and situational awareness since their physical and reactive aspects are quite effective. Students have the opportunity to become hands-on, responsive in a practice environment, such as auscultation, insertion of an IV, CPR, and wound care. The ability to interprofessionally train and to communicate with the team in real time within scenarios guided by the instructor is also provided by these simulations. Rationale Sentinel U is less expensive, easier to use, and offers a scaling feature to adapt to remote/asynchronous learning, but does not offer some of the tactile features. High fidelity manikins are less realistic and require a high level of investment, a skilled manikin operator, and committed facilities, but can only be surpassed by nothing in regard to skill training. Their inflexibility as compared to the web-based platforms adversely affects their portability. Sentinel U is better suited for students to prepare them for clinical decision-making in scenarios that are scalable and accessible before transitioning to high-fidelity, hands-on scenarios. Educational Outcomes One of the nursing education goals is to enhance knowledge retention and critical thinking. This is supported by Sentinel U, which offers self-paced and virtual clinical situations that simulate actual-life decision-making with the possibility of applying theory to practice by students. Its trial and error, interactive and reflective nature facilitates feedback or repetition, and deeper thinking and higher clinical judgement. For instance, the situation requires the learner to analyse the patient’s symptoms, the effects of the drugs, and draw inferences as to how the patient should be perceived to make a link between the assessment data and the underlying pathophysiological process. The ability to analyze clinical data, identify clinical symptoms, and make evidence-based decisions is greatly enhanced with Sentinel U simulations because learners can do so in a safe and repeatable online environment to augment knowledge retention and critical thinking. Pharmacology and pathophysiology concepts are applied to the context of the learner, and this is challenging them, helping to promote long-term understanding and the ability to make decisions accurately. High-fidelity manikins are better utilized for developing an actual skill. Students are able to insert IVs, auscultate, and act in emergencies in a physical environment with high fidelity representations of these students, allowing them to get their hands dirty, build muscle memory in their muscles, gain confidence, and acquire skills from these experiences. While Sentinel U is great in terms of development of clinical reasoning, it is not tactile like a manikin. High-fidelity simulations can increase psychomotor and communication skills, which cannot be done virtually. These two approaches can be combined within the one process of learning to yield a better-balanced learning process. Professionals use instruments such as performance checklists, rubrics, examination grades, and satisfaction questionnaires to ascertain effectiveness. The Sentinel U has automated feedback and scoring to facilitate student self-improvement at intervals, while the high-fidelity simulations are observed by the instructor, checked for skills on a checklist, and video-debriefed. Use debriefing as a reinforcement method to learning and developing clinical reasoning is the same for each other. These practices together offer a complementary understanding of competency, data collection on virtual simulation, and corrections analysis via manikin practice. Typical pre-simulation preparation for Sentinel U involves reading case materials, reviewing appropriate pathophysiology/pharmacology content, and grasping the objectives of the evaluation. This can be done asynchronously by students, providing some flexibility. It may be followed by a post-simulation debriefing where the performance scorecard provided by the platform is discussed, as well as having guided reflection discussion(s) or completing knowledge-check quizzes after the simulation. Pre-simulation is more structured and may take place in a classroom/lab setting for high-fidelity manikin simulations and may involve briefing sessions, scenario walk-throughs, and