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Assignment 3.2: Shadow Health Orientation Video & Concept Lab

Assignment 3.2: Shadow Health: Advanced Pharmacology Orientation Video and Conversation Lab

Mackenzie B. Emel

Department of Nursing, Maryville University

NURS 615: Advanced Pharmacotherapeutics

Dr. Alicia Elam

February 5th, 2023

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Assignment 3.2: Shadow Health Orientation Video & Concept Lab

Elsevier’s Shadow Health Training Program for Nurses

Elsevier’s Education came up with a uniquely innovative virtual clinical experience to help teach

nursing students. This online program provides creative, cutting-edge technology allowing graduate

nurses to share in clinical experiences 365 days a year, 24 hours a day. Through Shadow Health, nurses

can apply their newly gained knowledge and skillsets to interview, evaluate, and medicate various

fictitious patients in a realistic atmosphere (Digital Clinical Experiences for Graduate Nursing Education,

n.d.).

Advanced Pharmacology Orientation Video & Concept Lab

The Advanced Pharmacology Orientation video and Concept lab afforded an innovative

educational experience for helping new graduate nurses discover and participate in rudimentary patient

interviewing. The video focused mainly on providing information to support the nurse in gaining

knowledge concerning various interview questions. Pertinent question types fall into three main

categories of those, open or general questions, quantifying questions, and yes or no questions were

discussed. Details were shared for prospective Advanced Practice Registered Nurses (APRN) students to

appreciate the assorted dialogue inquiries better and then have the ability to test what they have

learned. Additionally, time was spent on diverse interview topics, standard patient greetings, advice for

helping the conversation progress, and rehearsing the tasks.

Concepts Gained, Growth, and the Future

This assignment was a much-appreciated break from the mundane reading and writing projects

serving as a vital task to facilitate patient-centered therapeutic communication and assessment

proficiencies through a realistic setting (Digital Clinical Experiences for Graduate Nursing Education, n.d.).

In addition, participating in this form of learning offered a motivational interviewing method that will

provide structure and enrich my confidence during the patient interrogating process (Stoffers & Hatler,

2017). Today, having more than proficient comfort in cultural competency, knowing what to say when to

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Assignment 3.2: Shadow Health Orientation Video & Concept Lab

say it and to whom cannot be understated. Practice makes perfect, or so they say. Adding learning

avenues such as Shadow Health offers APRNs many chances to practice therapeutic conversation and

better manage their emotions and preferences.

Hypothetically I felt proficient in my interviewing capabilities; you learn very quickly that there is

much more to focus on during an interview to obtain the relevant facts for sound clinical judgments.

Having participated in this initial Shadow Health experience, several opportunities exist to gain impactful

data to ensure accurate decisions with ordering diagnostic testing, laboratory inquiries, referrals as

needed, and medication prescribing. Learning concise yet thorough conversational tactics cannot be

understated for the APRN. You must be able to ask the more difficult questions and employ probing

when necessary to meet worthy patient outcomes. I have a lot to learn, and like anything, the more

often something is done, proficiency usually follows.

Primarily, the error made in the initial concept lab was related to a failure to understand when to

ask a specific question to reveal more critical patient details for their history. The takeaway and

commitment toward patient interviewing growth will come with time and experience. The life-like

variety of online simulations the Shadow Health concept offers will help in my pledge to meticulously

mature the patient and professional relationship. According to Elsevier (2023), they collectively

incorporate a diverse range of socially and economically variant backgrounds in their digital patient

experiences for nurses. This is important because it teaches aspiring APRNs to approach, interview, and

examine without biases.

Conclusion

In closing, I look forward to digitally orchestrated clinical teachings. Of course, having a

classroom post-pandemic is a challenge for any teaching institution. Still, the medically-simulated

forward-thought processes placed into this program appear to be the future of effective health

education.

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Assignment 3.2: Shadow Health Orientation Video & Concept Lab

References

Digital Clinical Experiences for Graduate Nursing Education. (n.d.). Elsevier Education. Retrieved January

28, 2023, from https://evolve.elsevier.com/education/simulations/shadow-health/graduate/

Stoffers, P. J., & Hatler, C. (2017). Increasing Nurse Confidence in Patient Teaching Using Motivational

Interviewing. Journal for Nurses in Professional Development, 33(4), 189–195.

https://doi.org/10.1097/nnd.0000000000000370

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Assignment 3.2: Shadow Health Orientation Video & Concept Lab

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