simulation

1. SIMULATION
INTRODUCTION:
Simulation in simple terms attempts to initiate some real thing, processor a state of affairs. It is a
method of teaching through role playing by enacting artificially. In today’s world simulation is an
important way of teaching. Architects build models, doctors operate on frogs, rat or dead bodies, all
have used simulation to teach concept.
DEFINITION:
“Role playing in which the process of teaching is displayed artificially and an effort is made to
practice some important skills of communication through this technique. The pupil- teacher and the
students simulate the particular role of a person or actual life situation. The whole programme
becomes training in role perception and role playing.”
- Acc. to K.P.Neerja
ASSUMPTIONS OF SIMULATION TECHNIQUE:
It is based on following assumptions:-
 The teacher behavior is modified by the use of feedback device.
 The teacher behavior has its taxonomy. (Karf Openshaw has developed the taxonomy).
 Another assumption is that social skills are developed by practice and limitation in group.
PRINCIPLES OF SIMULATION:
1. Players take on roles which are representatives of the real world and then make decisions in
response to their assessment of the setting in which they find themselves.
2. The experiences simulated are consequences which related to their decisions and their general
performance.
3. The ‘monitor’ the results of their actions are brought to reflect upon the relationship between
their own decisions and the resultant consequences.
APPLICATION OF SIMULATION IN TEACHER TRANING:
Crruikshank has developed a teacher training system which includes:
 The participant is introduced into the situation (i.e. if she is a new teacher in a school).
 The participant is provided with information and opportunities to solve the problems.
 The participant is introduced to the situation by film strip.
 The participant is also given the materials, e.g. the rules, regulations, handbook, curriculum and
report card, to familiarize the topic.
 The participant is presented with role playing situation.

2.  The participant then identifies the factors influencing the problem.
 Locate the relevant information.
 Suggest alternative course of action.
 Small group discussion.
PROCEDURE OF SIMULATION:
This teaching is used for developing the social skill of teaching classroom situation. Generally the
following steps are used:
1. Selecting the role players: A small group of 4-5 student –teacher is selected. The role
assignments are rotated within the group to give chance to everyone. Each individual has a
chance to be a teacher, student as observer.
2. Selecting and discussing skills: Certain social skills are discussed which are to be practiced.
The skills are discussed for a topic. One topic each is selected by the group members for
exercise.
3. Planning: It has to be decided who start the conversation? When it should be stopped? And
who will intervene the conversation?
4. Deciding the procedure of evaluation: Procedure and technique how to record the interaction
and how to present it to actor has to be decided so that a proper feedback on his performance
could be given.
5. Provided practical lesson: The role players should be provided reinforcements on their
performance to give them training for playing their part well.
MERITS OF SIMULATION:
1. Student can learn without the harming of patients.
2. It actively engages learners in the application of knowledge and skills in realistic situations.
3. Students can receive feedback on the appropriateness of their action during simulation.
4. It permits application of theory to practice when access to clinical settings is limited or
impossible.
5. It is useful in promoting transfer of learning from the classroom to the clinical setting.
DEMERITES OF SIMULATION:
1. It is costly in terms of both time and money.
2. It cannot be devised in a fraction time.
3. It can be overused.
4. Craftsmanship required for local construction.
5. Usable for small group.
6. Models often easily damaged.
7. Never same as performing technique on a patient. Beware of faulty learning.

3. ADVANTAGES OF SIMULATED TEACHING:
 Simulation establishes a setting where theory and practice can be combined.
 The student teachers are given opportunity to study and analyze critical teaching problem.
 The student can acquire classroom manners through the technique of simulation.
 The student can understand behavioral problem of classroom and develop insight to encounter
them
 The technique provides reinforcement to students to develop teaching skills and avoid the risk
of actual classroom encounter.
 Simulation is a teaching device that motivates and involves students. It changes teacher
behavior. Introduces novelty in the whole learning process.
 Simulation is a universal behavioral mode.
 Gains related to relevance and learning.
 Decision making skills into action.
 Role awareness- The individual when he plays the role of others becomes conscious of that
role.
 Dynamic framework.
 It is holistic in nature. It permits the learner a greater flexibility in addressing facets of
complexity.
 Simulation works to bridge the gap between unreal and real situation and learning becomes
more interesting and lively than purely theoretical.
LIMITATIONS OF SIMULATION
 Simulation cannot be made in all subjects of the curriculum.
 Simulation cannot be conveniently used in case of small children because mechanism is too
difficult for them to follow.
 It requires a lot of preparation on the part of teachers.
 Minimum of feedback sequence to choose.
 Time consuming.
 Difficulty in using analytic approach.
 Need for many simulators.
CONCUSION
Simulation in simple terms attempts to initiate some real thing, processor a state of affairs. It is a
method of teaching through role playing by enacting artificially. In today’s world simulation is
an important way of teaching.

4. REFRENCES:
Anisha Maheshwari, (2009), Communication & Educational Technology, (1st
ed.), Indore,
N.R.Brothers, pp 295-297.
BT. Basavanthappa, (2003), Nursing Education, (1st
ed.), New Delhi, Jaypee Brothers Medical
Publishers (P) Ltd, pp 405-408.
KP. NEERAJA, (2009), Textbook of Nursing Education, (1st
ed.), Delhi, Jaypee Brothers Medical
Publishers (P) Ltd, pp 285-286.
Pramila.R, (2010), Nursing Communication & Education Technology, Jaypee Brothers & Medical
Publishers, New Delhi, and pp: 276-277
S.S. Chauhan, (1995), Innovations in teaching learning Process, (1st
ed.), Delhi, Vilas Publishing
house PVT LTD, pp: 121-125