Medical Simulation REPORT HEALTH EDUCATION NURSING

1. SIMULATION

2.  Simulation is basis of
sensitive training, socio
drama, role playing and
psychodrama.
 It is not actual training.
 It helps the student to
practice and gain experience
as in real life situation.

3.  “Reproduction of real life”
 Simulation is the reproduction of
the essential features of a real
life situation

4. According to Barton 1970
 Simulation has been defined
as an attempt to give
appearance and/or to give
the effect of something
else.
According to B.T Basavanthappa 2003
 Simulation has been defined as an operating
representation of central features of
reality.

5.  To helps students practice decision making and
problem solving skills
 To develop human interaction abilities in a
controlled and safes setting.
 Through an active involvement in a simulation
exercise a game or a role playing situation,
the student achieves cognitive, affective and
psychomotor outcomes.
 It provides a chance to apply principles and
theories student have learned and to see how
and when the principles work.

6.  Simulation ensures safe nursing practice by
nursing students through the gap between
theory and practice.
 In the simulated environment of the
fundamental lab student learn safe practice of
nursing through the perfect application of
learned theory under the guidance of teacher.
 Thus simulation bridges the gap between theory
and practice.

7.  Simulation is an effective
technique to learn psychomotor
skills.
Ex. Student learns in
fundamental lab by the use of
equipment and uses this skill
for giving nursing care in
clinical situation.
 It help the students to
develop critical abilities and
problem solving.
 It helps the student to apply
the nursing process by
gathering.

8.  Provide a mix of experiences 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.

9. TYPES OF
SIMULATION
WRITTEN
AUDIO
VISUAL
LIVE
SIMULATED

10. Individual uses either paper and pencil latent
image formats.
PURPOSE:
 Problem solving
 To evaluate students ability to apply the
skill.
 Decision making.

11. An entire simulation can
be placed on videotape
management vignette can
be dramatized and filmed.

12.  Lincon, Layton and Holdmen
(1978) described their
experiences with simulated
patient.
 The patient were healthy
people, usually students,
who were trained in the role
play.

13. Crruikshank (1968) has developed a teacher
training system which includes:
1. The participant is introduced into the
situation i.e. if he is anew teacher in a
school.
2. The participant is provided with information
and opportunities to solve the problems (for the
beginning teacher).
3. The participant is exposed to a variety of
potential solutions to a particular problem.

14. 4. The participant is introduced to the
situation by film strips.
5. The participant is also given the materials
e.g.-rules, regulations, curriculum, handbook
and record cards, to the topic.
6. The participant is presented with role
playing situations, written and responds to
incident as a response sheet.

15.  Simulators are designed for procedures.
 Identification of targets.
 Emergence signals.
 Team function.

16.  A small group of 4 or 5 student
teachers is selected.
 The role assignments are rotated
within the group to give chance to
everyone.
 Every member of the group gets an
opportunity to be the actor and the
observer.

17. ACTIVITIES
ROLE
PLAYING
SOCIO-
DRAMA
GAMING

18. Student will gain some
perceptions of the actions,
attitudes and persons of
simulations

19. The problem may be false or
based on real life situation,
and the actor is required to
find out an acceptable
solution of the situation.

20. It is designed in a manner
which enables chance to
affect the outcomes

21. ROLE OF
THE
TEACHERS
PLANNING
FACILITATING
DEBRIEFING

22.  Planning begins with choosing
or developing and appropriate
simulation that will meet
course objectives.
For Example:
 Teacher is responsible for
preparing environment, it
include arrangements of
chairs tables, ventilation
and lighting.

23.  Teacher should function as a
facilitator during the actual
process of simulation.

24.  Teacher role is the final
discussion.

25.  It is useful in promoting transfer of
learning from classroom to the clinical
setting.
 Simulation techniques are fun and
interesting, they can motivate people to
learn.
 It is appears to both slow and fast learners
and is effective for all types of students.

26.  Students also learn from the
faculty member who is guiding the
simulation and leading discussion.
 It encourage creative and
divergent thinking,
 Some can be made with local material.
 Students can learn without harming the
patient

27.  It is costly in terms of both time and
money.
 Techniques also consume a lot of classroom
time.
 This techniques can be overused.
 It is possible that emotion may be aroused
to an undesirable degree, especially with
role playing.

28.  The process and outcomes of simulation
methods are not always predictable.
 Models often easily damaged
 Never same as performing techniques on a
patient, beware of faulty learning.
 Need for many simulators.