SIMULATION

By:- Firoz Qureshi

Dept. Psychiatric Nursing
 Simulation is as old as human
beings on earth .
 It is technique to train young one
to adjust in their physical
environment.
 The use of simulation in teaching
is comparatively very recent.
MEANING AND ORIGIN OF
SIMULATION
Historically , chess is believed
to the original war game . In
India Rajas and Nawabas used
to play war games in their
palaces and decided the fate of
the battles .
 DEFINITION

 Simulation has been defined ”

as n attempt to give
appearance and or to give the
effect of something else” .
{Barton
1970}
 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.
PURPOSES OF SIMULATION

 Students have a chance to apply

principles and theories they have
learned and to see how and when
these principles work.
CHARACTERISTICS OF SIMULATION
 CHARACTERISTICS OF
SIMULATION
A good simulation will be:
 Mirror real situation.

Providing a mix of
experiences that can
be replicated for
Succesive learners.
 CHARACTERISTICS OF
SIMULATION
 Provide a safe environment in which
learning has priority over patient care or
system demands.
 Provide immediate feed back on
performance.
 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.
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.
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
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 , if necessary , to alter the
procedure for the second in order to
improve the training procedure . As soon as
the practice sessions are working smoothly
and each person has opportunity to be
actor , increase the difficulty of the task.
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.
TYPES OF SIMULATION 
WRITTEN SIMULATION.

AUDIO SIMULATION.

LIVE STIMULATED SIMULATION.

WRITTEN SIMULATION
 Individual uses either paper and pencil
latent image format .
 The purpose includes problem solving
, decision makings to evaluate the
student’s ability to apply the skill.
AUDIO VISUAL SIMULATION
 An entire simulation can be placed on
video tape . Management vignettes
can be dramatized and filmed .
 Questions can be posed for the
screen , and the alternative outcomes
, dependents on which approaches to
be a solution are chosen , can be all
taped.
LIVE STIMULATED
SIMULATION
 Lincoln , Layton , Holdmen (1978)
describes their experiences with
simulated patients.
 The patients were healthy people ,
usually students, who were trained in the
role they were to play .
 Simulated patient used their history as
much as possible and added the
elements of the history that had been
created for simulation. The nursing
students found the experience to be
beneficial. They would be much more
relax and confident when meeting their
first real patient.
ROLE OF TEACHER
 Planning.
 Facilitating.
 Debriiefing.
 Planning: Planning begins with choosing or
developing an appropriate simulation that will
meet course objectives. Assign some reading
for the students to do before class. Text book
or library resources should be pointed out to
students so that they can prepare for the
simulations . Teacher is responsible for
preparing environment , it includes
arrangements of chairs and tables ,
ventilations, lighting .
ROLE OF TEACHER
 Facilitating: Teacher should function as a
facilitator during the actual process of the
simulation. After introducing the activity
you 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
notes during the class so that in later
discussion you can refer back to specific
strengths and weakness of the process.
ROLE OF TEACHER
 Debriefing: Your role is the final
discussion or debriefing session.
Immediately following the simulation when
the information is fresh in every one’s
mind . You should briefly summarize what
has take place.
 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.
 MERITS
 Students can receive feed back on
the appropriateness of their action
during simulation.
 It encourages creatives and
divergent thinking.
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.
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 well versed in handling
the situation .
 Teacher should be always flexible in case
it is necessary.
KEY POINTS
 Simulation what we choose should be
nearer to real life.
 Motivation of students.
 Students should get a feed back.
THANK YOU 