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REALITY THE SIMULATION
This document discusses simulation as a teaching strategy in nursing education. It defines simulation as replicating real situations to provide guided learning experiences. Simulation allows students to learn by doing in realistic environments. Debriefing after simulations is important for reflection and learning. The document outlines different types of simulations from computer-based to full-body mannequin to standardized patients. Higher fidelity simulations using mannequins provide more interactive and realistic learning experiences. Simulation aligns well with experiential learning theory and helps students apply concepts from concrete experiences.
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REALITY THE SIMULATION
- 1. MS.J.JAYANTHI.,MSc(N)., LECTURER IN PAEDIATRIC NURSING GRACIOUSCOLLEGE OF NURSING
- 2. “SIMULATION REALITY INTOREAL WORLD Simulation in some form has probably been used as a teaching strategy in nursing education since the first nurse tried to teach the first nursing student how to do a task properly.
- 3. Tell me, andI will forget. Show me, and I may remember. Involve me, and I will understand.” - Confucius, 450 BC
- 4. MEANING ‘ Simulator (noun):any device or system that reproduces the conditions of a situation for the purposes of research or training’ (Collins, 2005)
- 5. DEFINITION Simulation: “… as astrategy – not a technology – to mirror, anticipate, or amplify real situations with guided experiences in a fully interactive way.” Simulator: “…replicates a task environment with sufficient realism to serve a desired purpose”
- 6. TRENDS IN NURSINGEDUCATION Providing more experimental learning opportunity than instruction Increased use of learning technology More emphasis on outcome-based then process- based education More evidence-based education strategies and curriculum
- 7. USES Learning by doing Improvedquality of instruction The simulation program enables multiple training opportunities Debriefing is an important part of the learning experience
- 8. DEBRIEFING Debriefing isa process of receiving an explanation of a study or investigation after participation is complete. Debriefing (post-experience analysis) is thought to be one of the most important features of simulation based medical education. Simulation can lead to an experience that is emotional and thought provoking – experiential learning. (Think of how you feel when you poorly execute the resuscitation of the manikin in a simulation session.) Debriefing plays a role in the reflection and analysis of that experiential learning.
- 9. THE ROLE OFSIMULATION
- 13. Abstract The 1975experiment demonstrated that when learning occurs in a realistic environment related to work, learning is retained and reproduced. Therefore, the more realistic the environment is to the learner’s own area of work, the more successful the learning will be. This was one of the first reported occasions when it was seen that by learning in a realistic environment enhanced the educational experience. Simulation allows the creation of realistic simulations to allow greater retention of what is learned Learning using simulators . (harvey).
- 14. SIMULATION FIDELITY A “systemthat presents a fully interactive patient and an appropriate clinical work environment. The degree to which a simulation and/or a simulation device accurately reproduces clinical and/or human parameters; in Realism.
- 18. High fidelity Maximuminteraction of learner in an environment that closely resembles reality. Scenarios using mannequins, actors and/or props in a structured, intentional and well- directed production can provide a high fidelity learning experience.
- 19. Over 365 facilitiesin 48 states/provinces in the US and Canada, Germany, Brazil, and Japan are participating in the NRCPR. Equipment/Physical Fidelity EQUIPMENT/PHYSICAL
- 20. Over 365 facilitiesin 48 states/provinces in the US and Canada, Germany, Brazil, and Japan are participating in the NRCPR. Equipment Task Fidelity EQUIPMENT TASK
- 21. Over 365 facilitiesin 48 states/provinces in the US and Canada, Germany, Brazil, and Japan are participating in the NRCPR. Equipment Task Environmental Fidelity EQUIPMENT TASK ENVIRONMENTAL
- 22. Over 365 facilitiesin 48 states/provinces in the US and Canada, Germany, Brazil, and Japan are participating in the NRCPR. Equipment Environmental Psychological Task Fidelity EQUIPMENT TASK ENVIRONMENTAL PSYCHOLOGICAL
- 23. TYPES OF SIMULATION Computer-basedclinical simulations Task-specific simulators Virtual reality Full-bodied manikin-based Standardized patients Human cadavers
- 24. COMPUTER BASED SIMULATION Screen-based orPC-based simulations are human computer interactions that allow students to experience a variety of medical skills and procedures. This is best used with entry-level students.
- 25. CONT…… Strengths Easy, flexible andunlimited access Useful for knowledge acquisition and critical thinking Accommodating to individual pace of learning Good for lower/entry level students Relatively low cost Limitations No physical interactivity Low fidelity No experiential learning
- 26. TASK SPECIFIC SIMULATION Taskspecific models are designed to teach a specific task, procedure, or anatomic region. They often resemble anatomic sections of the body, This allows concurrent teaching of a large class, broken down into small groups, to increase the hands-on time for each trainee.
- 27. TASK SPECIFIC SIMULATION Task trainers are mechanical parts of the anatomy that simulate an individual skill. Strengths Low cost Good for procedural practice Limitations Low fidelity
- 28. Virtual reality Virtualreality (VR), sometimes referred to as immersive multimedia, is a computer simulated environment that can simulate physical presence in places in the real world or imagined worlds. Virtual reality could recreate sensory experiences, including visual, taste, sight, smell, sound, touch, etc.
- 29. VIRTUAL REALITY StrengthS Easy access Economicfor teaching multidisciplinary care Accommodating to individual pace of learning Good for lower level of students LimitationS Limited physical interactivity Low fidelity Limited experiential learning
- 31. FULL-BODIED MANNIKIN-BASED Manikin-basedsimulations use high fidelity simulators, manikins that breathe, with breath sounds, heart tones, and palpable pulses. In addition, the manikin has a monitor that can display EKG, pulse oximeter, blood pressure , arterial wave forms, pulmonary artery wave forms, anesthetic gases, etc. Procedures can be performed on the simulators such as bag-mask ventilation, intubation, defibrillation, chest tube placement, cricothyrotomy and others.
- 32. FULL-BODIED MANNIKIN-BASED Thehighest fidelity simulation. "Drug administration can be simulated, and with the use of the drug recognition unit, the simulator will respond physiologically.
- 33. CONT….. Strengths High fidelity Interactive experience Usingemotional and sensory components Good for critical thinking, decision-making and delegation Limitations Costly Limited access Dependent on availability of human instructors/operators Limited realistic human interactions
- 34. STANDADISED PATIENT Inhealth care , a Simulated Patient, Standardized Patient, Sample Patient and Patient Instructor is an individual trained to act as a real patient in order to simulate a set of symptoms or problems. Simulated Patients have been successfully used in the education and evaluation of nurses, nurse practitioners, physicians & surgeons, physician assisstant ,and basic, applied and transitional medical research.
- 35. STANDADISED PATIENT Strengths Higher realismin the interpersonal and emotional responses Good for communication skills and interpersonal relationships training Good for evaluation Limitations Signs do not match symptoms Inversed power dynamic
- 36. HUMAN CADAVER Acorpse, also called a cadaver in medical literary and legal usage or when intended for dissection, is a dead human body.
- 37. LEARNING THEORY INPATIENT SIMULATION There is no “Simulation Learning Theory But, simulation can benefit from broader learning theories
- 38. EXPERIMENTAL LEARNING THEORY Dominantlearning theory in simulation David Kolb – Chief proponent Based on Kurt Lewin’s Experiential Learning Cycle
- 39. Concrete Experience Testing implication of concepts innew situation Observation and Reflection Formation of abstract concepts and generalizations Concrete Experience Observation and Reflection Formation of abstract concepts and generalizations Testing implication of concepts in new situation EXPERIMENTAL LEARNING CYCLE
- 40. ADULT LEARNING THEORY Adultshave an intrinsic need to know Adults have self-responsibility Adults have a lifetime of experiences Adults have an innate readiness to learn Adults have a life-centered orientation to learning Adults have internal motivators
- 41. PRINCIPLES OF SELECTION Shouldbe driven by the educational goal/objective Should match the level of the student The higher the realism, the more effective it is in engaging the student
- 42. POTENTIAL ADVANTAGES OFSIMULATION Reduces training variability and increases standardization Guarantees experience for every students Student-centered learning Allows independent critical-thinking and decision- making, and delegation Allows Immediate feedback Allows deliberative practice Also uses the concept of experiential learning
- 43. LIMITATIONS OF SIMULATIONOVER ACTUAL CLINICAL EXPIERENCE Not real Limited realistic human interaction Students may not take it seriously No/incomplete physiological symptoms
- 44. VISION FOR FUTURE Class→ Simulation C→ linical→ Real world Integrated into mainstream healthcare education
- 45. SIMULATION AS ATEACHING STRATERGY:CHALLENGES Initial capital expenditures High financial cost Faculty development Ongoing faculty/administrative/technical support
- 46.