NUR 615 Assignment 3.2: Shadow Health: Advanced Pharmacology Orientation Video and Conversation Lab Duquesne University 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 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 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. 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