Simulation constitutes a teaching method and a strategy for learning and understanding theoretical knowledge and skills in the nursing and medical fieldSimulation is defined as “the process by which we are trying to achieve results approximating clinical practice as closely as possible”. It is a technique for replacing or completing real-life experiences with guided experiences, which area faithful imitation of the real world in a fully interactive way

1. WELCOME

2. Practice Makes Perfect

3. The History of Simulation
• Nursing programs realize that they can no
longer afford to consider simulation as merely
an 'add-on.’ Simulation today includes role
play, standardized patients, virtual simulation,
and computerized mannequins.
• It is now imperative to integrate simulation
throughout the entire curriculum

4. OVERVIEW
• Today, simulation allows students to learn
skills; develop clinical reasoning abilities; and
to become competent in caring for
patients/families in a safe environment.
• The variety of simulation-based learning
options can offer a way to replace traditional,
and often hard to find, clinical experiences.

5. • Simulation-based education is an educational
or training method that is used to “replace or
amplify real experience with guided
experiences”
• Simulation is meant to replicate aspects of the
real world in an interactive manner that allows
learners to be immersed in the learning
environment

6. • These days, nursing students take it for
granted that technology is embedded in their
curriculum.
• High-fidelity simulation with scripted pre-
briefing and post-simulation debriefing
sessions are integral to their clinical training.
• Simulation, once the domain of those faculty
who enjoyed the technical aspects of using
computerized mannequins, has now moved to
center stage in nursing education.
•

7. Nurse trainees used limb
models to practice bandaging,
bathing, and mobility needs
• While
sophisticated
technology and
high-fidelity
simulators are a
fairly recent
innovation, the
concept of
simulation has
been part of
traditional nursing
education
programs for
more than a
century.
• It began with
anatomical
models and task
trainers in the mid
to late 1800s.

8. • Demonstration rooms housed the models and
gave them room to work on techniques, with
a focus on psychomotor skills.
• The first mannequin appeared in 1911,
designed by doll maker Martha Jenkins Chase
for the Hartford Hospital Nurse Training
Program in Connecticut.

9. • In 18th century France, Angélique Marguerite
Le Boursier du Coudray (1712-1794) used a
cloth birthing simulator to teach her
techniques to midwives and surgeons.
• About the same time, Dr. Giovanni Antonio
Galli (1708-1782) developed a birthing
simulator for training his students and
midwives in Bologna, Italy. Obstetric
simulators, called obstetrical phantoms, were
available in the early part of the 20th century.

12. This advanced mannequin aptly named
“Mrs. Chase” allowed students to practice
fundamental skills on an adult-size model.

14. • In short order, nursing schools across the U.S.
and internationally adopted Mrs. Chase dolls,
and its manufacturer later created a “Baby
Chase” for obstetrics and infant-care
demonstrations.

15. By the 1920s and 1930s, nursing arts laboratories
provided classrooms with practice equipment,
mannequins, and demonstration rooms. They became
the mainstay of nursing school practice laboratories for
the next 80 years

16. In the post-World War II period
• simulation took on new relevance; increasing
complex health care services demanded more
preparation and practice.
• The need for competent, experienced nurses
grew exponentially with the expansion of
hospitals under the 1946 Hill-Burton Act.
• Nurses were continually pressed to learn how to
use new technology, dispense new medications,
and care for patients with complex needs

17. But all this couldn’t be adequately learned on the hospital wards.
Nurse training programs had to rely on demonstration,
mannequins, and task trainers to bridge the gap.

18. •When UVA established its BSN
program in 1950, it marked a
major transition in how nurses
were educated.
Although incoming nursing
students continued to receive the
majority of their training on the
hospital wards, the BSN program
now required a six-month pre-
clinical experience—to include
theory and nursing skills— before
a student could set foot in the
hospital.

19. Advances in medicine and increasing specialization in the 1960s
and 1970s heightened the demand for advanced nurse training.
• Nurses needed to learn new skills in
cardiopulmonary resuscitation and cardiac
monitoring to carry out life-saving therapies.
Simulation now meant repeated practice on
resuscitation mannequins, plus role playing
and interactive case studies.

20. The first computerized mannequin, Sim One, was developed in
the late 1960s at the University of Southern California, but the
technology was prohibitively expensive for most health-care
training programs.
A more affordable option emerged in 1968, when a life-like
simulator called Harvey went into production.
Many UVA medical and nursing students trained with Harvey,
which could make realistic heart and lung sounds.

21. In 1968, during the American Heart Association Scientific
Sessions, Doctor Michael Gordon from the University of Miami
Medical School presented Harvey, the Cardiology Patient
Simulator. The mannequin can reproduce almost any cardiac
disease by varying blood pressure, heart sounds, heart murmurs,
pulses and breathing.

22. In 2001, Laerdal engineered the first fully automated
life-like SimMan. This new simulator enhanced the
ability of medical and nursing faculty to recreate real-
world situations in the safety of the learning lab. UVA
was an early adopter of SimMan.

25. THANK YOU