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Simulation

Simulation refers to using stimuli like multimedia, activities, or examples to enhance learning. It involves creating simulated real-world scenarios to place students in practical learning experiences. Simulations represent reality and allow students to make decisions and see how principles work in context. They actively engage learners, provide feedback, and encourage applying knowledge in realistic situations to promote transferring classroom learning to clinical settings. While costly, simulations can teach without risk of harm and are useful when access to clinical sites is limited.

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malika.hirachan007
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30 views

Simulation

Simulation refers to using stimuli like multimedia, activities, or examples to enhance learning. It involves creating simulated real-world scenarios to place students in practical learning experiences. Simulations represent reality and allow students to make decisions and see how principles work in context. They actively engage learners, provide feedback, and encourage applying knowledge in realistic situations to promote transferring classroom learning to clinical settings. While costly, simulations can teach without risk of harm and are useful when access to clinical sites is limited.

Uploaded by

malika.hirachan007
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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SIMULATION

Prepared by :
Malika Hirachan
Roll.12
INTRODUCTION
• Simulation refers to a teaching approach that involves
using various stimuli, such as multimedia, interactive
activities, or real-world examples, to engage and
enhance the learning experience.
• Simulation teaching involves creating a simulated or
replicated environment to mimic real-world scenarios,
allowing students to engage in practical learning
experiences.
DEFINITION
• Simulations are instructional scenarios where the learner is placed in
a "world" defined by the teacher to represent a reality within which
students interact.
• A simulation is a form of experiential learning. It is a strategy that fits
well with the principles of student-centred and constructivist learning
and teaching; that is, learning and teaching that gives students power
over what they learn and how they learn it, and that allows students
to build their understanding of what they're learning through their
experiences and interactions, rather than just passively receiving
information.
Cont…
• According to Fink ,”Simulation is the
controlled representation of reality .”
• According to Guetzkov ,”Simulation is an
operating representation of controlled features
of reality .”
• ”Simulations have been defined as an
operating representation of central features of
reality .” - BT Basavanthapa
PURPOSES
v To help the students practice decision v Through an active involvement ; the
making and problem solving skills by student achieves cognitive , affective
means of active involvement in a and psychomotor outcomes.
simulation exercise . v To develop human interaction abilities
v Students have chance to apply principles in a controlled and safe setting.
and theories they have learned and to see v To overcome faculty shortages and
how and when these principles work . lack of clinical sites .
v To ensure patient safety by practices in
simulation situation .
PRINCIPLES
Ø Players take on roles which are representatives of
the real world and then make decisions in response
to their assessment of the setting in which they
find themselves .
Ø The simulation should be driven by the
educational goal / objective .
Ø ”Monitor “ the results of their actions are brought
to reflect upon the relationship between their own
decisions and the resultant effect .
Cont …
Ø The experiences simulated are consequences
which relate to their decisions and their general
performance .
Ø Should match the level of student .
TYPES
i. Unfolding case Studies .
ii. High – fidelity Mannequins
iii. Low – fidelity Mannequins
iv. Partial – task Simulators
v. Role – Playing
vi. Virtual Reality
vii. E – learning
viii. A Combinations of Simulations
Low Fidelity Simulation High Fidelity Simulation
Virtual reality E-learning

Partial –task Simulators


LEARNING PROCESS

01 02 03 04
PROBLEM PLANNING SCHEDULE TESTING

Mars is actually a Venus is the second Jupiter is the biggest Neptune is far away
cold planet planet from the Sun planet of them all from Earth
MERITS
~ Students can learn without harming the patients.
~ It actively engages learners in the application of knowledge and skills
in realistic situations.
~ Students can receive feedback on appropriateness of their action
during simulation . Feedback is immediate .
~ It permits application of theory to practice when access to clinical
setting is limited of impossible .
~ It is useful in promoting transfer of learning from the classroom to
the clinical setting .
~ It encourages creative and divergent thinking .
DEMERITS
~ It is costly in terms of both time and money .
~ It cannot be over used .
~ Models often easily damaged .
~ The process and outcomes of simulation methods are not
always predictable .
~ It is never same as performing on patient .
~ Confusion can result if overly complex situations and
circumstances are introduced to the learners .
REFERENCES
§ Ratna K.S Bariya . Educatinal Science for Nurses
.1st edition . Samikshya Publication Pvt. Ltd .
§ https://www.teaching.unsw.edu.au/simulations
§ https://www.youtube.com/watch?app=desktop&v=3
Px9p-YMDD8
§ https://nursejournal.org/resources/types-of-
simulation-in-nursing-education/
§ https://slideplayer.com/slide/4476759/

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