NURSING EDUCATION

SIMULATION
DEFINITION :

 Simulation have been defined as an operating representation of central

features of reality as an attempt to give appearance and/or give the effect of
something else. -Barton 1970
 Simulation is a method whereby an artificial or hypothetical experience is
created that engages the learner an activity that reflects real life conditions
but without risk-taking consequences of actual situation.
PURPOSE :

 To help students practice decision-making and problem-solving skills and to

develop human interaction abilities in a controlled and safe-setting.
 situation, the student achieves cognitive, affective and psychomotor By
means of active involvement in a simulation exercise, a game, or a role-
playing outcomes.
 Students have a chance to apply principles and theories they have learned
and to see how and when these principles work.
USES :

 Simulation technique can be used to achieve many learner objective.

 Simulation can help nursing students gain skill in applying the nursing process.
 Learn to solve problems efficiently with minimal wasting of time and
resources.
 In the acquisition of communication skills, e.g. students can put themselves in
the shoes of others (patients, families, coworkers, supervisor, and
physicians)and learn something about these people's feelings and how to
interact effectively with them.
 Decision-making skills can be fostered via simulation.
 Used to evaluate the students learning and competence,
CHARACTERISTICS :

 A Good simulation will :

 Mirror real situation while providing control over extraneous variables or
constraints that might interfere with learning.
 Provide a mix of experience that can be replicated for successive learners.
 Provide a safe environment in which learning has priority over patient care or
system demands.
 Focus on application rather than uncertain recall of knowledge.
 Provide immediate feedback on performance.
TYPES :

 Written simulation
 Audio visual simulation
 Live stimulated simulation
 Written Simulation: Individual uses either paper and pencil latent image
format. The purposes includes problem solving, Decision making, to evaluate
student's ability to apply the skill.
 Audiovisual Simulation : An entire simulation can be placed on videotape.
 Live stimulated Simulations : Lincoln, Layton and Holdmen(1978) described
their experiences with simulated patients. Nursing students found the
experience to be beneficial. They would be much more relax and confident
when meeting their first real patient.
 The different instruments, equipment's and simulated patients used are
 video recording : can be used to help students develop physical examination
skill in much the same way as for interviewing skills.
 Simulation devices : These devices include those for cardiac auscultation,
breast examination, prostate palpation, pelvic examination and laryngeal
examination.
 Simulated patients : These can also be used very much the same way as for
history taking , with the similar advantages.
 Model simulation.
E.g, CPR Manikins
 Oral simulation.
E.g, Classroom discussion
 Written simulation.
E.g. Patient management diagnosis
 Computerized simulation.
E.g, Clinical management
 Simulated patients.
E.g, Simulated burns patient
PREPARING SIMULATIONS

 The Simulation Should

 Initiate the problem in a realistic manner, it should contain the elements a
nurse would encounter in the real situation.
 Reflect problem solving process by requiring a series of sequential
interdependent decisions.
 Enable the learner to obtain the necessary information and/or feedback
related to a previous decision as input to the next step.
 The consequences of errors should be built into the situation, and learners
should not be able to reverse wrong decision, rather they should deal with
the complications or delays that result from such errors.
 The simulation should accommodate alternative solution if these are possible
in real life.
ADVANTAGES :

 It actively engages learners in the application of knowledge and skills in

realistic situations.
 Combine setting for theory & practice.
 Dynamic framework.
 Bridging the gap to reality.
 Develops various decision making skill.
 Controlled teaching assignments are possible for students. Teachers obtain
experiences which are realistic and thus they become critical.
 It is useful in promoting transfer of learning from the classroom to the
clinical setting.
 Students can receive feedback on the appropriateness of their action during
simulation.
 It provide participants to deal with the consequences of their actions.
 Students can learn without harming the patient.
DISADVANTAGES :

 Simulation is expensive in terms of time, money and energy.

 Student may generalize the result of a single simulation.
 Costs of development and reproducing a simulation may not be recovered
even with repeated use.
 The simulation limits aspects of reality situations.
 Learner may not find the simulation relevant to their situation.
 Simulation cannot be made in all subjects of the curriculum.
 Simulation may cause mental trauma to the participating students.
 Require specific skills on the part of the teacher to use simulation technique
as method of teaching, hence not every instructor feels comfortable using
simulation technique.
 The process and outcomes of simulation may not always be predictable.
 Craftsmanship is required for local construction.
 Usable for small group.
 Models often easily damaged.
 Never same as performing technique on a patient. Beware of faulty learning.
ROLE OF THE TEACHER :

 Planning:
 Plan according to the objectives as well as the level of understanding of students.
 Review of literature.
 Proper Environment.
 Arrangement should be done.

 Facilitating:
 Teacher play the role of facilitator.
 Here she introducing the topic & activity that it should done by students.
 Encourage the students to think creatively & find their own ways a solve problem.
Take notes during the class so that in later discussion you can refer back to
specific strengths and weakness of the process.
 Debriefing :
 Summarization of the topic in brief manner.
 Feedback for the students.

At the end of discussion period you should point out how principles and
concepts have been applied and how the experience ties into the learning
objectives.
THANK YOU