Simulation

simulation method of teaching in education , health and nursing

1. Simulation Method of teaching Ms Neha Bhatt Lecturer Department of Psychiatry

2. SIMULATION Simulation is as old as human beings on earth. It is technique to train young one to adjust in their physical environment. DEFINITION Simulation has been defined ” as n attempt to give appearance and or to give the effect of something else” . {Barton 1970}

3. PURPOSES OF SIMULATION It helps students practice decision making and problem solving skills. 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

4. CHARACTERISTICS OF SIMULATION A good simulation will be: Mirror real situation. Provide a safe environment in which learning has priority over patient care or system demands. Provide immediate feed back on performance.

5. USES OF SIMULATION Simulation technique can be used to achieve many learning objectives. Simulations can help nursing student gain skill in applying the nursing process . Learn to solve problems efficiently with minimal wasting of time and resources.

6. STEPS IN SIMULATION Ned Flanders has recommended the following procedural steps in simulated teaching:- First of all the teacher must assign letter (A, B, C) designation to all the members of the group and develop a system of rotating the role assignment by letters so that each individual has the opportunity to participate and as a chance to be actor and observer.

7. STEPS IN SIMULATION It includes planning , preparation and deciding the topic of the skill to be practiced through simulated technique . The teacher should carefully and intelligently select and appropriate topic according to his knowledge and interest in the subject. The teacher should decide in advance as regards the name of the member of the group who will start conversation. A detailed schedule for actors who will start

8. STEPS IN SIMULATION The teacher should decide the procedure of evaluation and decide on what kind of data the observes are record . Conduct the first practice session on topic or skills you decide . Provide the actor with feed back on his performance and be prepared. As soon as the practice sessions are working smoothly and each person has opportunity to be actor , increase the difficulty of the task.

9. STEPS IN SIMULATION This is the last step in simulation . Now the teacher should be prepared to alert the procedure , change topic and move on the next skill so as to prevent a significant challenge to each actor and to keep interest as high as possible . The task should be neither high nor too easy for the participants

10. ROLE OF TEACHER PLANNING FACILITATING DEBRIEFING

11. MERITS It actively engages learners in the application of knowledge and skills in realistic situations. It is useful in promoting transfer of learning from the class room to the clinical setting. Students can learn without harming the patient. By controlling some of the variables, the situation is still close to reality. Students can receive feed back on the appropriateness of their action during simulation. It encourages creatives and divergent thinking.

12. DEMERITS Simulation is costly in terms of both time and money. Simulation techniques also consume a lot of class room time. It is possible that emotions may be aroused to an undesirable degree. The process and outcomes of simulation methods are not always predictable. Models often easily damaged. Never same as performing technique on a patient.

13. KEY POINTS Thoroughness in preparation of the student. Choice of time in the course or unit. It should be appropriate for the students experience. Teacher should be always flexible in case it is necessary. Simulation what we choose should be nearer to real life. Motivation of students. Students should get a feed back.

14. Thank you