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Role Assignment In Simulation
- 1. ROLE ASSIGNMENT IN SIMULATION NICOLE HARDER, RN, MPA UNIVERSITY OF MANITOBA HPSN09 – Tampa, Florida March 2009
- 22. METI – Observation sheet
- 27. Questions????
Editor's Notes
- Background:Clinical students have one to three patients, depending on their level or year of studyWe talk about realism in simulation, so how do we make it realistic when we now have one patient and each of us responsible for the same client? Isn’t this redundant?If we all have the same role, do we all prepare the same and act the same during the simulation? Who actually gets to “do” or decide anything if we all have the same role?<number>
- Students often struggle with patient care issues effectively. This includes communication with their clients, peers, other disciplines etc.Places students in scenarios that they had not previously experienced, where they can build upon empathetic abilities and better understand the motivation of others in a secure learning environment.<number>
- First, do we even need roles. Can’t everyone just be the nurse and work together? What’s the big deal with different roles?We understand that we need to assign roles, but do they need to be fully developed? Can we not just say “you are the nurse” and “you are the family member”Not if you want students to participate fully in the scenario.<number>
- If students are all playing roles during their simulation, they are more likely to be engaged and active in the learning that takes place during simulation.<number>
- With adults, there needs to be something in the learning for them. If they can see the connection to their chosen area of study (i.e. nursing), there is a perceived usefulness of the role-play and scenario. Adult learners prefer being active in their learning<number>
- Role-playing is a technique that is often used to develop student interaction and communication skills in a variety of disciplines and with learners of different backgrounds.<number>
- Options vary. Some have the students pick their role out of a hat. Some assign roles to students prior to the simulation while they prepare. Others assign at the beginning of the simulation. Others do this half-way (or switch roles) during the simulation<number>
- If you assign roles, regardless of when during the simulation, it can be difficult remembering who is in what role. The use of name tags or some other identifying marker (i.e. wigs)<number>
- Does random assignment work? I don’t want it to appear as thought this won’t work. Random assignments can work however they still need to be structured and there needs to be some direction as to what is required. Cue cards are a great way to assign roles “on-the-fly”<number>
- Structuring role play is important<number>
- <number>
- Attention: Observers cannot learn unless they pay attention to what’s happening around them. Retention: Observers must not only recognize the observed behavior but also remember it at some later time. Production: Observers must be physically and/intellectually capable of producing the act. In many cases the observer possesses the necessary responses. But sometimes, reproducing the model’s actions may involve skills the observer has not yet acquired. It is one thing to carefully watch a circus juggler, but it is quite another to go home and repeat those acts.Motivation: In general, observers will perform the act only if they have some motivation or reason to do so. The presence of reinforcement or punishment, either to the model or directly to the observer, becomes most important in this process.<number>