Simulation

Teaching and Learning Strategies

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Simulation activities involve controlled representations of actual clinical events. This strategy allows the learner to experience “real world” patient situations without risk. Learners are required to assess and interpret the situation, and make decisions based on information provided. Usually conducted in a laboratory setting, simulation learning allows students to practice a variety of skills including assessment, psychomotor skills, and decision making.

Example of a Simulation Activity (Video)

In order to view the example below, you will need Windows Media Player installed on your computer and speakers or headphones for your computer. See Information on downloading and using Windows Media Player.

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Developing and Implementing a Simulation Learning Activity

  1. Planning. The instructor must determine the goal of the simulation learning activity, write a scenario and script for the simulation, write instructions for the activity, and obtain necessary props or individuals (actors) for the activity. Ideally, the activity should be planned so that all students can participate in some way.

  2. Implementation. To begin a simulation learning activity, the instructor must provide the student some brief, basic information about the situation, along with an objective. This may be a done in a number of ways – such as a verbal report or written information. The student is then asked to engage in the situation until the goal has been met.

  3. Debriefing. The final phase of simulation learning involves debriefing. The instructor and student(s) discuss the situation offering feedback regarding what was done well and areas to think about.

Advantage

Disadvantage

  • Stimulates critical thinking through assessment, analysis, and decision making; thinking occurs in a non-linear fashion

  • Allows students to practice and learn real situations without risk to patients/clients

  • Students can repeat the experience as needed to develop skills and confidence

  • Development is time intensive – primarily due to the detail that is required of script writing

  • Set up and implementation requires the cooperation of multiple individuals – this may include recruiting individuals to act as patients, individuals to assist with set up (especially if manikins with props are to be used), and recruiting additional faculty to facilitate the activity when multiple student groups are simultaneously participating in the activity

  • Students need orientation/direction – instructions for the activity must be very clear