SIMULATION ppt for M.Sc Nursing Students

A simulation is a model that mimics the operation of an existing or proposed system, providing evidence for decision-making by being able to test different scenarios or process changes. This can be coupled with virtual reality technologies for a more immersive experience.

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. Students may generalize the result of a single simulation, however, teacher can prevent this by proper explanation. Simulation is expensive in terms of time, money and energy. 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: - I mproved 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 2 nd edition, edition jaypee Brothers medical Publisher LTD New Delhi. Page no.502-503. Referances