CET

1.  SUBMITTED TO-:
MRS. LEHALI BALA
CLINICAL INSTRUCTOR
AND TUTOR
COLLEGE OF NURSING
RIMS,RANCHI
 SUBMITTED BY-:
NIKHAT PARWEEN
ROLL NO.-13
SHAINY BHADRA
ROLL NO.-34
COLLEGE OF NURSING ,RIMS

2.  OBJECTIVE
 INTRODUCTION
 DEFINITION
 PURPOSE
 CHARACTERISTICS
 ACTIVITIES
 STEPS OF SIMULATION
 TYPES OF SIMULATION
 ADVANTAGE
 DISADVANTAGE
 REFERENCES
 BIBLIOGRAPHY

3.  1) Present a simplified abstraction of the essential elements of a
situation.
 2) Move the time variable ahead at an accelerated speed so that the
implications arising from action taken in a dynamic situation may be
clearly experienced;
 3)Make explicit the essential relations and fundamental interactions in a
situation;
 4) Place the participant in a pressure situation, so that he feels the direct
impact of decision-making;
 5) Offer an opportunity to participate in the teaching-learning process
based on a self-teaching approach.

4.  Simulated 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 situation.

5. ACCORDING TO B.T BASAVANTHAPA 2003-
SIMULATION HAS BEEN DEFINED AS
AN OPERATING REPRESENTATION
OF CENTRAL FEATURES OF
REALITY.

7.  To help student practice decision making and problem
solving skills.
 By means of active involvement in a simulation excersise ,a
game ,a role play,playing situation,the student achieves
cognitive,affective,psychomotor outcomes.
 To develop human interaction abilities in a controlled and
safe setting.
 Students have a chance to apply principles and theories
they have learned and to see how and when these
principles work.

8. ➢ Simulation is a method in which all the extraneous
variables are under control ,it mimics the real situation
while providing experiences to the learner in a
controlled setting.
➢ Gap between theory and practice is bridged in nursing
with the help of simulation .
➢ In simulation focus is not on recall but on performance
or application .

9.  IN SIMULATION-:IT HAS THREE ACTIVITIES-
 1)ROLE PLAYING
 2)SOCIO-DRAMA
 3)GAMING
 (A)ROLE PLAYING:-He will gain some perception of the
actions,attitudes and persons of simulations.
 (B)SOCIO-DRAMA:-the problem may be false or based on
real life situation,and the actor is required to find out and
acceptable solution of the situation.
 (C)GAMING:-It is designed in a manner which enables
chances to affect the outcomes.

10.  1.Trainees are assigned the roles to play.each trainee gets an
opportunity to participate and has a chance to be actor,foil
and observer.
 2.planning ,preparing,and deciding the topic of the skill to be
practiced,is done.the teacher should carefully and intelligently
select an appropriate topic for each actor acting according to
his knowledge and interest in the subject.
 3.The teacher should decide in advance regards the name of
the member of the group who will start conversation.A detailed
schedule for actor interaction should be made and decision as
to who would stop the interaction and when it would be
stopped.

11.  4.Procedure for observation,such as to what is to
what to be observed and recorded and how the
data would be analyzed and interpreted is planned.
 5.Actual session of teaching take place observation
is discussed and suggestion are given for
improvement.
 6.The next trainee takes the role of the teacher and
process continues.

13.  The teacher behavior is modifiable by the use of
feedback devices.
 The basic assumption is there then are certain patterns
of teacher behavior, which are essential in teaching.
 The teacher behavior has its taxonomy. Kael openshaw
has developed the taxotomy of teacher behavior by
use of simulated technique.

14. TYPES OF SIMULATION
WRITTEN
SIMULATION
AUDIO VISUAL
SIMULATION
LIVE SIMULATED

15.  1.WRITTEN SIMULATION-:Individual uses either paper and
pencil latent image formate.
 Problem solving
 To evaluate students ability to apply the skill.
 Decision making.
 2.AUDIOVISUAL SIMULATION-:An entire simulation can be
placed on videotape management vignette can be dramatized
and filmed.
 3.LIVE SIMULATED SIMULATION-:Holdman described their
experience with simulated patient.The patient were healthy
people ,usually students,who were trained in the role play.

16. ❖ It helps the learner in the application of knowledge and
skill in a realistic situation .
❖ It is useful in promoting transfer of learning from
classroom to clinical setting .
❖ Student can learn without harming the patient .
❖ Student can receive feedback on the appropriateness
of their action during simulation .

17.  .
❖SIMULATION are time consuming to develop .
❖Mechanism for feedback of data may require the use
of sophisticated materials .
❖Cost of developing and reproducing simulation may
not be recovered even with repeated use .

18.  DISCUSSION WITH TEACHER
 BOOKS, AND
 INTERNET.

19. ❖ Sheeba k. tryphena and prasanna M.laxmi textbook of
communication and educational technology 2nd edition frontline
publication
 PAGE NO:
❖ DR.sharma suresh k. sharma reema textbook of communication
and educational technology 2nd edition elesvier publication
PAGE NO:
❖ WWW.Shareslide.com
❖ WWW.Wikipedia.com