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1、SIMULATION: SIMULATION: A TEACHING A TEACHING STRATEGYSTRATEGYMayumi AnthonyMayumi AnthonyCheryl MuffleyCheryl MuffleyOVERVIEW OF SIMULATIONOVERVIEW OF SIMULATIONDefinition:A method of instruction whereby an artificial or hypothetical experience that engages the learner in an activity reflecting rea

2、l-life conditions but without the risk-taking consequences of an actual situation is created (Bastable, 2008, p. 635).Description:Participants make decisions in a safe environment, witness the consequences, and evaluate the effectiveness of their actions.APPLICATION OF EDUCATIONAL APPLICATION OF EDU

3、CATIONAL THEORIESTHEORIESSocial Learning TheorySelf-efficacy or social change occurs through modeling and reinforcement learning.Educator designs a simulation to teach a skill, pattern, or role play, and then designs additional simulations where the target behavior is reinforced.Simulation provides

4、planned stimuli organized in a way so as to give the participant opportunity to respond.Experiential Learning TheoryEducator designs simulation to match a students needs and preferences for learning.Students are assigned to participate in a simulation activity that matches their learning style.APPLI

5、CATION OF SIMULATION TO APPLICATION OF SIMULATION TO TEACHING SITUATIONSTEACHING SITUATIONSAssessment SkillsAssessment of and early intervention for patients with acutely deteriorating conditionsImproved proficiency in advanced life support following simulation training compared to clinical experien

6、ce alone (Wayne et al., 2005)Hospital resuscitation teams trained in advanced life support using simulation can improve patient outcomes following cardiac arrest (Moretti et al., 2007)Pharmacological conceptsDrug recognition unit allows simulator to respond physiologically (Rauen, 2004)Ex. Simulated

7、 morphine injection causes pupil size of mannequin to change and the respiratory rate, heart rate, and blood pressure to decreaseInstructor can pause simulation to review assessments, detect problems, or discuss treatmentAPPLICATION OF SIMULATION TO APPLICATION OF SIMULATION TO TEACHING SITUATIONS (

8、CONT.)TEACHING SITUATIONS (CONT.)Basic and Advanced Cardiac Life Support TechniquesDeveloping and demonstrating critical thinking skillsScenarios require students to use classroom knowledge, incorporate assessment skills, and create and implement a planStudents are given an opportunity to witness th

9、e outcome and evaluate their plan and make appropriate changes if necessaryWith the use of simulation, students can implement the entire nursing process and are required to think criticallyUSES OF SIMULATION: USES OF SIMULATION: APPROPRIATE SETTINGSAPPROPRIATE SETTINGSAviationTransportationNuclear P

10、ower IndustrySocial and Behavioral SciencesUSES OF SIMULATION: USES OF SIMULATION: APPROPRIATE SETTINGS IN APPROPRIATE SETTINGS IN NURSINGNURSINGUndergraduateGraduateHospitals: Nursing OrientationADVANTAGES OF SIMULATIONADVANTAGES OF SIMULATIONEnjoyable, motivating activityElement of reality is comp

11、atible with principles of constructivismEnhances appreciation of the more subtle aspects of concept/principlePromotes critical thinkingAllows student to practice reality in a safe settingLIMITATIONS OF SIMULATIONLIMITATIONS OF SIMULATIONPreparation timeCost can be an issueAssessment is more complex

12、than some traditional teaching methodsWAYS TO ADAPT SIMULATIONWAYS TO ADAPT SIMULATIONTimeThe arc of the activity can be adjusted.ContentSome simulations offer content more appropriate to specific ages, trainings, and professions.ExpectationsNot all students appreciate the subtleties of a concept as

13、 well as others. Rubrics can be developed to help the educator determine the level of success.EVALUATION OF THE EVALUATION OF THE EFFECTIVENESS OF SIMULATIONEFFECTIVENESS OF SIMULATIONEducators must monitor the process to ensure that students both understand the process and are benefiting from it.He

14、lpful to develop rubric as a guideFollow up activities may be helpful to establish a measure of comprehension.Some prepackaged simulations include assessment suggestions.EVALUATION OF THE EVALUATION OF THE EFFECTIVENESS OF SIMULATION EFFECTIVENESS OF SIMULATION (CONT.)(CONT.)Does this simulation off

15、er an appropriate measure of realism for my group of students?Are the desired instructional outcomes well defined?Is the level of ambiguity manageable for this group?Does the student demonstrate an understanding of his/her role?Are problem solving techniques in evidence?Is cooperation between partic

16、ipants in evidence?Has the student been able to resolve the issue satisfactorily?Does the student provide meaningful answers to probing questions?Will follow-up activities be necessary?The following are some questions that educators may ask themselves to assess the simulation and its apparent succes

17、s:CONCLUSIONCONCLUSIONSimulation is a vehicle for translating classroom knowledge into a safe learning environment (Leigh, 2008).Simulation allows learners to function in an environment that is as close as possible to an actual clinical situation and provides them an opportunity to “think on their f

18、eet, not in their seat” (Rauen, 2004).Simulation promotes the use of critical and evaluative thinking.CONCLUSION (CONT.)CONCLUSION (CONT.)The main benefits of simulation can be summarized as: experimentation in limited time, reduced analytical requirements, easily demonstrated models.The main limita

19、tions are:simulation cannot give accurate results when the input data are inaccurate, simulation cannot provide easy answers to complex questions, simulation cannot solve problems by itself .Success is usually determined by the facility and commitment of the participants.Follow up activities may be

20、helpful to establish a measure of comprehension.REFERENCESREFERENCESBastable, S. B. (2008). Nurse as educator (3 ed.). Sudbury, Massachusetts: Jones and Bartlett.Cameron, B. (2010). The Effectiveness of simulation in a hybrid and online networking course. Tech Trends, 47 (5), Retrieved from http:/ G. T. (2008). High-fidelity patient simulation and nursing students self-efficacy: A review of the literature. International Journal of Nursing Education Scholarship, 5(1).Moretti, M. A., Cesar, L. M., Nusbacher, A., Kern, K. B., Timerman, S., & Ramires, J. A. (20