The document explores the concept of simulation in education, particularly in nursing, defining it as a teaching technique that replicates real-life situations for learning purposes. It details various types of simulation, their purposes, advantages, and disadvantages, as well as the crucial role of teachers in facilitating these experiences. It highlights the importance of simulation technology in nursing education and suggests that further research is needed to assess its correlation with critical thinking skills in clinical settings.

1. GOOD MORNING

2. SIMULATION
Presented by:- Ms. Annu panchal
M.Sc nursing Ist year
Subharti nursing college

3. INTRODUCTION
Simulation is an old as human beings on earth. Not only
human beings out even animals use the technique of
simulation to train their young ones to teach them to
adjust in their physical environment. The use of
simulation in teaching is comparatively very recent.
SIMULATION

4. Definition:-
According to international dictionary of education,
simulation is a teaching technique used particularly in
management education and training in which a ‘real
life situation’ and values are simulated by ‘substitute’
displaying similar characteristics.
SIMULATION

5. -Simulation has been defined “as an attempt to give
appearance and/or to give the effect of something
else”
Barton, 1970
- Role playing in which the process of teaching is
displaying artificially an effort is made to practice
some important skills of communication through this
technique.

6. There are three types of simulation:-
 SIMULATION EXERCISE - A controlled representation of a piece of
reality that learners can manipulate to better understand the
corresponding real situation .
 SIMULATION GAME- A game that represents real life situations in
which learners complete according to a set of rules in order to win or
achieve an objectives.
 ROLE PLAYING- A form of drama in which learners spontaneously
act out roles in an interaction involving problems or challenges in
human relation.
Types of simulation:-

7.  To help students practice decision- making and
problem- solving skills.
 To develop the human abilities in a controlled and safe
setting.
Purpose:-

8.  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.

9.  Players take on roles, which are representatives or the
real world and than make decisions in response to their
assessment of the setting in which they find
themselves.
 The experiences simulated are consequences. Which
relate to their decision and their general performance.
Principles of simulation:-

10.  Monitoring the results of their action are brought to
reflect upon the relationship between their own
decisions and the resultant consequences.

11. Simulation technique can be used to achieve many
learning objectives.
 Simulation can help nursing students can gain
skill in applying the nursing process.
 Learn to solve problems efficiently with minimal
wasting of time and resources.
 In the acquisition of communication skills. They
get immediate feedback about how they affect
other people learning communication.
Uses of simulation:-

12.  Simulation is also an avenue attitude change.
 Decision making skills can be fostered via
simulation.
 Simulation technique can be applied to the
learning of psychomotor skills.
 Used to evaluate the student learning and
competence.

13. 1.Planner: - planning begins with choosing or
developing and appropriate simulation that will meet
course objectives. Assign some reading for the students
to do before class. Textbooks or library resources
should be pointed out to students so that they can
prepare for the simulation. Teacher is responsible for
preparing environment; it includes arrangement of
chairs and tables, ventilation and lighting.
Role of teachers in simulation:-

14. 2.Facilitator:- Teacher should function as a facilitator
during the actual process of the simulation. After
introducing the activity may take a back seat and talk
relatively little. You must coach students who are trying
to find their way through a sticky problem and
encourage creative thinking and act as an information
resource. Take note during the class so that in later
discussion you can refer back to specific strengths and
weakness of the process.

15. 3.Debriefrator: - your roles are the final discussion
or debriefing session. Immediately following the
simulation when the information is fresh in
everyone’s mind. You should summarize what has
take place. Self analysis can help students can
student gain insight into why they made certain
decisions or took a specific course of action. In
simulations where emotions have run high,
ventilation should be part of the debriefing.

16. 1) Simulation simplifies the complexity of real life to a
level that can be handled by the beginners.
2) Simulation is highly student centered because of its
very interesting and motivating nature, effectiveness
in teaching slow learners as well as fast learners and
all types of students.
Advantages of simulation:-

17. 3) There is a teacher to guide, simulation always
facilitates peer learning, which is considered as an
excellent way of learning.
4) Simulation offers an excellent opportunity to learn
from mistakes, especially from those which are
detrimental to the nursing student.
5) By conducting a simulation, teacher can easily
make the student understand the concepts like
interpersonal relationship, assertive communication.

18. 1) Students may generalize the result of a single
simulation, however, teacher can prevent this by
proper explanation.
2) Simulation is expensive in terms of time, money and
energy.
3) Emotion laden simulation may cause mental trauma
to the participating students. Simulations, especially
role plays can cause mental trauma to student who are
handling negative roles like drug addicts or
alcoholics.
Disadvantages of simulation:-

19. 4) If the group dynamic is not good as expected,
simulation may fail to attain objectives.

20.  Not real
 Limited realistic human interaction
 Students may not take it seriously
 Time consuming
 Need for many simulator
 Can not be used in case of small children
 Incomplete physiological symptoms
Limitations

21. Critical thinking skills in nursing students: comparison of
simulation-based performance with metrics
 Methods:-
In 2007, a convenience sample of 36 nursing students
participated in measurement of critical thinking skills and
simulation-based performance using videotaped vignettes, high-
fidelity human simulation, the California Critical Thinking
Disposition Inventory and California Critical Thinking Skills
Test. Simulation-based performance was rated as ‘meeting’ or
‘not meeting’ overall expectations. Test scores were categorized
as strong, average, or weak.
Research Input-1

22. Abstract
Most (75·0%) students did not meet overall performance
expectations using videotaped vignettes or high-fidelity
human simulation; most difficulty related to problem
recognition and reporting findings to the physician. There
was no difference between overall performance based on
method of assessment (P = 0·277). More students met
subcategory expectations for initiating nursing
interventions (P 0·001) using high-fidelity human
≤
simulation. The relationship between videotaped vignette
performance and critical thinking disposition or skills
scores was not statistically significant, except for problem
recognition and overall critical thinking skills scores
(Cramer’s V = 0·444, P = 0·029). There was a statistically
significant relationship between overall high-fidelity
human simulation performance and overall critical
thinking disposition scores (Cramer’s V = 0·413, P = 0·047).

23.  Simulation Experience Enhances Physical Therapist
Student Confidence in Managing a Patient in the Critical
Care Environment
Patricia J. Ohtake, Marcilene Lazarus, Rebecca Schillo and
Michael Rosen
Abstract:- A one-group, pretest-posttest, quasi-experimental
design was used.
Research Input-2

24. Methods:- Physical therapist students (N=43)
participated in a critical care simulation experience
requiring technical (assessing bed mobility and
pulmonary status), behavioral (patient and
interprofessional communication), and cognitive
(recognizing a patient status change and initiating
appropriate responses) skill performance
 Conclusion:- Improved physical therapist student
confidence in technical, behavioral, and cognitive
performance measures and was associated with high
student satisfaction.SS

25. Conclusion :-
Students’ performance reflected difficulty meeting
expectations in simulated clinical scenarios. High-
fidelity human simulation performance appeared to
approximate scores on metrics of critical thinking best.
Further research is needed to determine if simulation-
based performance correlates with critical thinking
skills in the clinical setting.

26.  In this topic, I discussed introduction,
definition, types of simulation, purposes,
principles, value, procedure, uses, role of
teacher in simulation, advantages,
disadvantages, limitations of simulation.
Summary

27.  Simulation technology is becoming a major
component of nursing education programs
throughout the world. Many schools are
investing major sums of money into this
technology. To discover this we must look at
both the strengths and weaknesses to
simulation.
Conclusion

28.  1. Elsa Sanatombi Devi, manual of Nursing Education,
Ist edition, published by, CBS Publishers & distributors
PVT. LTD, New Delhi, page no.189-196.
 2. Neeraja.KP, year-2003 text book of nursing
education Ist edition jaypee Brothers medical Publisher
LTD New Delhi. Page no. 118- 125
 3. Basavanthappa. B.T year-2009 nursing education 2nd
edition, edition jaypee Brothers medical Publisher LTD
New Delhi. Page no.502-503.
Referances