INTRODUCTION :Tell me , and I will forget.

Show me, and I may

will understand.

remember. Involve me, and I

-Confucius, 450 Bcs MEANING OF SIMULATION:According to International dictionary of education

Simulation is a teaching technique used particularly in management education
& training in which a real life situation & values are simulated by substitute
displaying similar characteristics.
SIMULATION:As a strategy not a technology to mirror, anticipate, or amplify real situations
with guided experiences in a fully interactive way.
Simulator

DEFINITION

Role playing in which the process of teaching is displayed artificially and

an effort is made to practice some important skills of communication
through this technique.
The pupil-teacher and the
students simulate the particular role or actual life situation.

The whole programme becomes a training in role perception.

PURPOSES OF SIMULATIONSIMULATION CAN SERVE FOLLOWING PURPOSES

Helps student practice decision making skills problem solving skills.

Helps students to apply theories and to see how and when these
principles work.

Students achieves cognitive ,affective and psychomotor outcomes.

Knowledge gained through simulation can easily transferred to the real

patient setting.

TYPES OF SIMULATION
THERE ARE THREE TYPES OF SIMULATIONS-

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.

Screen-based/PC-based simulation

Virtual patients

Partial task trainers

Human patient simulator

Standardized patients

Integrated models

PRINCIPLES SELECTING TYPE OF SIMULATION TO USE

Should be 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

VALUE OF SIMULATIONSIMULATION

Ensures safe nursing practice by nursing students through bridging the

gap between theory and practice.

Effective technique to learn psychomotor skills.

Helps to develop critical thinking abilities and problem solving skills

Helps students to learn the decision making process ,also provides

feedback regarding the consequences of the decision made.

Role play enables student to empathies with real life situations.

Teacher can easily inculcate proper attitude among nursing students.

Also used to evaluate students.

PROCEDURE OF SIMULATION-

Selecting the role players.

Selecting the discussing skills.

Planning

Deciding the procedure of evaluation.

Providing practical lessons

THE ROLE OF SIMULATION;

A teaching strategy

An evaluation tool

TRENDS IN NURSING EDUCATION- IN USE OF SIMULAION:

Providing more experiential 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

RATIONALES:To ensure patient safety

To promote better preparation of new nurses

To support innovative teaching strategies

To overcome faculty and preceptor shortages and lack of clinical sites

Strengths and Limitations of Different Types of Simulation:1. PC-BASED SMULATIONSTRENGTHS

Easy, flexible and unlimited 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

VIRTUAL PATIENT SIMULATION:STRENGTHS

Easy access

Economic for teaching multidisciplinary care

Accommodating to individual pace of learning

Good for lower level of students

LIMITATIONS

Limited physical interactivity

Low fidelity

Limited experiential learning

TASK TRAINER:STRENGTHS

Low cost

Good for procedural practice

LIMITATION

Low fidelity

HUMAN PATIENT SIMULATION:STRENGTHS

High fidelity

Interactive experience

Animating theoretical knowledge within the context of clinical reality

Using emotional and sensory components of learning

Good for critical thinking, decision-making and delegation

Good for knowledge integration and higher levels of students

LIMITATIONS

Costly
Limited access

Dependent on availability of human instructors/operators

Limited realistic human interactions

STANDARDIZED PATIENTS:STRENGTHS

Higher realism in 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

ADVANTAGES:

Theory and practice can be combined.

No risk involved

Offers opportunity to practice rare and critical events

Can be designed and manipulated

Allows calibration and update

Can be reproduced

Occurs on schedule

Offers opportunities to make and learn from mistakes

Is safe and respectful for patients

Allows deliberative practice

Also uses the concept of experiential learning

Motivates and involve students

Improves decision making skills.

Bridging the gap to reality.

Role awareness

Removal of students teacher polarization.

Controlled teaching assignment.

LIMITATIONS:

Not real

Limited realistic human interaction

Students may not take it seriously

No/incomplete physiological symptoms

Can not be made for all subjects of the curriculum

Can not be used in case of small children

Time consuming

Need for many simulators

Requires lot of preparation on the part of teachers

RESEARCH

INPUT-1

Repeated Scenario Simulation to Improve Competency in Critical Care: A

New Approach for Nursing Education

Yukie Abe, RN, PhD, Chikako Kawahara, RN, Akira Yamashina, MD,
PhD and Ryoji Tsuboi, MD, PhD

Abstract-Background In Japan, nursing education is being reformed to

improve nurses' competency.

Objectives To examine the effectiveness of simulation-based education in

improving competency of cardiovascular critical care nurses.

Methods A training program that consisted of lectures, training in

cardiovascular procedures, and scenario simulations was conducted with
24 Japanese nurses working at a university hospital. Before and after the
simulations, participants also completed a survey that used the Teamwork
Activity Inventory in Nursing Scale (TAINS) to assess their nontechnical
skills.

Conclusion-New educational approach of using repeated scenario simulations

and TAINS seemed not only to enhance individual nurses' technical skills in
critical care nursing but also to improve