Simulation is a teaching technique that involves replicating real-life situations to help students learn. The document discusses simulation in detail, including its definition, purposes, types, principles, procedures, values and advantages/disadvantages. Key points covered include that simulation aims to provide students experiential learning in a safe environment, allows them to apply knowledge and receive feedback, and enhances critical thinking and problem-solving skills. Different types of simulation like role playing, socio-dramas and gaming are described. The overall process, including preparation, experience, sharing, processing and application stages are outlined.

1. SIMULATION
PRESENTED TO- Dr. Sukhwinder Kaur
Lecturer
NINE, PGIMER
Chandigarh
PRESENTED BY- Nisha Yadav
M.SC. Nursing 1st Year
NINE, PGIMER
Chandigarh

2. Outline
 Introduction
 Definition
 Purposes
 Characteristics
 Uses in nursing
 Types of simulation
 Principles
 Applications
 Procedure of simulation
 Activities in simulation
 Steps of simulation
 Values of simulation
 Advantages
 Disadvantages
 Demonstration
 Conclusion

3. Introduction
 Simulation is a technique that enables adult
learners to obtain skills, competencies,
knowledge or behavior by becoming involved in
situations that are similar to those in real-life.
 This method of teaching attempts to address
problems of real-life conditions & to discuss
them completely after the presentation is over.
 Nurse educators strive to mimic reality in their
practice laboratories, they find that nursing
students often do not make the imaginative
leap required to visualize dummy model as a
real life patient.

4. Meaning
 Simulation is the basis of sensitivity
training, socio drama, role playing &
psychodrama. It is not actual teaching.
Certain underlying skills to teaching can
be modified, described & practiced like
any other skill.
 It is assumed that through role perception
the psychological appreciation of the
classroom problems will grow and
develop in the student teacher a basis for
handling the problems in the class

5. Definition
 Simulation may be defined as a role playing in which the process of
teaching is enacted artificially and an effort is made to practice some
important skill of communication through this.
 Simulation is a technique the enable adult learners to obtain skills,
competencies, knowledge or behavior by becoming involved in
situations that are similar to those in real life
(R Sudha)
 Role play in which the process of teaching is displayed artificially and an
effort is made to practice some important skills of communication
through this technique
(K P Neeraja)

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

7. Characteristics of simulation
 Systematic planning
 Proper involvement of students
 Feedback
 Proper environment
 Based on system approach
 Training is provided on artificial situations
 Proper adjustment of time factor

8. Uses in Nursing
 Increasing awareness of the need to address patient safety.
 In the acquisition of communication skills.
 The ability of simulation to enhance clinical practice
 Learn to solve problems efficiently with minimal wasting of
time and resources.
 Used to evaluate the student learning and competence.
 It is used to achieve many nursing outcomes
 Simulation can help nursing student gain skill in applying
the nursing process

9. Types of simulation
1. Written simulation
2. Audio visual simulation
3. Live simulated situations

10. 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.

11. Audio visual simulation
 An entire simulation can be placed on
videotape. Management vignettes can be
dramatized and filmed.
 Questions can be created for the viewers
right on the screen, and the alternative
outcomes, dependents on which
approaches to a solution are chosen, can
be all taped.

12. Live simulated simulation
 Lincoln, Layton and holdmen (1978) described their
experiences with simulated patients.
 The patients were healthy people, usually students, who
were trained in the role they were to play.
 Simulated patient used their own history as much as
possible but memorized and added the elements of the
history that had been created for the simulation.
 Nursing students found the experience to be beneficial.
They would be much more relax and confident when
meeting their first real patient.

13. Cont..
 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 examination
 Oral simulation
 Computerized simulation

14. Points to remember while preparing
simulation
 Initiate the problem in a realistic manner, it should contain
the elements a nurse would encounter in real life situation
 Reflect problem solving process by requiring a series of
sequential interdependent decisions
 Enables the learner to obtain the necessary information
and/or feedback related to a previous decision as input to
the next step.

15. Principles
 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.
 The experiences simulated are consequences which relate
to their decisions and their general performance.
 “Monitor” the results of their actions are brought to reflect
upon the relationship between their own decisions and the
resultant effect

16. Application of simulation in teacher
training
Cruikshank (1968) has developed a teacher training system
which includes :
 The participant is introduced into the situation (ex: if he is a
new teacher in school )
 The participant is provided with information and
opportunities to solve the problems (for beginning teacher )
 The participant is exposed to a variety of potential solutions
to a particular problem.
 The participant is given the opportunity of observing the
results of his chosen line of action.
 The participant is presented with role playing situations,
written and response sheet.

17. Cont…
 The participant is introduced to the situation by film strips.
 The participant is also given the materials. Ex: The rules,
regulations, curriculum handbook and record cards, to
familiarize to the topic.
 The participant is presented with role playing situations,
written and response sheet.
 The participant then identifies the factors influencing the
problem, locates the relevant information, suggests
appropriate alternative course of action, communicates and
implements a decision.
 The participant then identifies the factors influencing the
problem, locates the relevant information, suggests
appropriate alternative course of action, communicates and
implements a decision.

18. Procedure of simulation
Selecting the role players:
 A small group of 4 to 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.

19. Cont…
Selecting and discussing skills :
 The skills to be practiced are discussed and the topics that
fit in the skill are suggested.
 One topic each is selected by the group members for
exercise.
Planning :
 It has to be decided who starts the conversation, who will
top the interaction and when.

20. Cont…
Deciding the procedure of evaluation :
 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.
Provided practical lesson :
 The role players should be provided reinforcements on their
performance to give them training for playing their part well.

21. Activities in simulation
 Role playing
 Socio-drama
 Gaming

22. Steps of simulation process by
Goldstein and Pfeiffer (1983)
Experience
Sharing
Processing
Generalization
Application

23. Experience:
 Experiencing or simulating the particular problem or situation.
 Four or five participants ,each one of them identify their own purpose
of the exercise & its ultimate goal.
Sharing :
 Participants shares their experiences after the exercise.
 They share both their observations of what, when and how they felt
about activities or events.
 Often the feelings are very important to reveal their comments about
objective events.

24. Processing :
 Processing the information gathered during the sharing stage.
 This is generally accomplished with all the participants.
 The goal of this step is to identify commonly shared experiences or
perceptions & to identify common themes among the group members.
Generalization :
 The teacher guides the group into drawing broad implications from the
experience & resulting discussion.
 This is the most important phase of the entire process, & if left out, the
learning will appear incomplete.

25. Application :
 The final stage of the process is to help the participants to
apply the new generalization to future situations.
 Overall application phase is designed to give the
participants a chance to apply the new concepts, feelings &
ideas in real life situation

26. Requisites for good simulation
process
 Active involvement of all students.
 Clarity : the decision made should be based on the clear effect
and causes of the simulation process & resulting discussion.
 Feasibility : It measures the cost in terms of materials, space,
& time against outcomes.
 Repeatability and reliability : These qualities are important
because it is essential that simulation be repeated with the
same degree of reliability relative to its outcome. This will
improve the accuracy of learning as well as the credibility of
simulation process.

27. Values of simulation process
 Enables the learner to learn directly from experience
 Promotes high level of critical thinking
 Develops in the students an understanding of the decision
making process
 Enables the individual to emphasis with the real life situation
 Provides feedback to the learners on the consequences of
actions & decision made
 Motivate the students by making real life situations exciting &
interesting
 Enables teachers & learners to assess the realism of the
situation by uncovering misconceptions.

28. Advantages
 Simulation offers an excellent opportunity to learn from mistakes
 Simulation fosters critical thinking & problem solving skills.
 Simulation helps students to acquire concrete meaning for abstract terms
 Simulation provides a realistic experiences, students can easily apply
these concepts in the clinics
 Simulation establishes a setting where theory and practice can be
combined.
 No risk involved. The decisions are made and carried out without physical
or psychological harm to children or school as a result of practice
teaching.
 Simulation is a teaching device that motivates and involves students. It
changes teacher behavior. Introduces Freshness and novelty.

29. CONT….
 Simulation is highly student centered because of its very
interesting & motivating nature, effectiveness in teaching slow
learners as well as fast learners & all types of students.
 It provides participants to deal with the consequences of their
actions.
 Students can learn without harming the patient.
 Students can receive feedback on the appropriateness of their
action.
 The controlled setting of the simulation makes it possible to
have consistency in learning experiences from learner to
learner.

30. Disadvantages
 Simulation can’t be made in all subject of the curriculum
 Simulation can’t 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
 Need for many simulators.
 Simulation is costly in terms of both time and money.

31. CONT..
 Simulation cannot be devised in a fraction of time.
 Simulation techniques also consume a lot of class room time.
 Simulation technique can be overused.
 Acquisition of necessary factual content and would result in
boredom.
 It is possible that emotions may be aroused to an undesirable
degree, especially with role playing.
 Not every instructor feels comfortable using simulation
strategies. Requires all the information you need in front of
you on a notepad.

32. Cont..
 The process and outcomes of simulation methods are not
always predictable.
 Usable for small groups.
 Models often easily damaged.
 Never same as performing technique on a patient. beware of
faulty learning.
 Learners may not find the simulation relevant to their situation.
 Games application to nursing can cost hundreds of dollars
each.

33. Teacher’s preparation
Planning :
 Choosing appropriate simulation
 Assign reading before class
 Point out textbook & library resources to prepare
 Teacher is responsible for maintaining environment like
ventilation, lighting, chairs tables

34. CONT…
Facilitating :
 After introducing the activity teacher should talk relatively
little.
 Teacher must coach students who are trying to find their
way through a sticky problem and encourage creative
thinking and act as information resources.
 Take notes during the class so that in later discussion
teacher can talk about weaknesses and strengths

35. CONT…
Debriefing :
 Teacher’s role is the final discussion or debriefing session,
Immediately following the simulation when the information
is fresh in everyone’s mind.
 Teacher should briefly summarize.
 Self analysis can help students gain insight into why they
made certain decisions or took a specific course of action.
 At the end of the discussion period teacher should point
out how principles and concepts have been applied and
how the experience ties into the learning objectives.

36. Conclusion
 Simulated teaching is an innovative approach because students engage in
genuine communication in playing their roles. In addition to encouraging
genuine communication, active involvement, and a positive attitude, the
simulated “real life” problems help students develop their critical thinking
and problem solving skills.
 Students have the opportunity to try out new behaviors in a safe
environment, which helps them develop long term motivation to master.

37. References
 Basheer PS. Textbook of Nursing Education. EMMESS Medical Publishers.
1st ed. 2018; 125-30.
 Neerja PK. Textbook of Communication and Education Technology. Jaypee
Medical Publishers. 2011. 1st ed; 267-9

38. Thankyou…….