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Unit 5-Simulation Powerpoint

Simulation is used in nursing education to reproduce real life situations. It allows students to practice clinical skills through various types of simulations, including virtual patients, partial task trainers, human patient simulators, and standardized patients. Simulation provides a controlled environment for hands-on learning, critical thinking, feedback, and repetitive practice. While it has high costs and limited human interaction, simulation promotes better clinical decision making and problem solving skills compared to traditional education methods.

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Evalynn Nguyen
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2K views11 pages

Unit 5-Simulation Powerpoint

Simulation is used in nursing education to reproduce real life situations. It allows students to practice clinical skills through various types of simulations, including virtual patients, partial task trainers, human patient simulators, and standardized patients. Simulation provides a controlled environment for hands-on learning, critical thinking, feedback, and repetitive practice. While it has high costs and limited human interaction, simulation promotes better clinical decision making and problem solving skills compared to traditional education methods.

Uploaded by

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

• “Simulation is the reproduction of • “… As a strategy – not a technology –


the essential features of a real life to mirror, anticipate, or amplify real
situation” (Medley & Home, 2005). situations with guided experiences in
a fully interactive way.” (Li, n.d.)
TYPES OF SIMULATIONS
• Screen-based/PC-based Simulation • Virtual Patients

(Canadian Medical Simulation lab)


TYPES OF SIMULATIONS
• Partial Task Trainers • Human Patient Simulator

(Mississippi University for Women Simulation lab) (Boise State University Simulation lab)
TYPES OF SIMULATIONS
• Standarized Patients • Integrated Models

(Loma Linda University Simulation) (National League for Nursing Center for Innovation and Simulation in
Technology)
SIMULATION IN NURSING
• Promotes better decision-making, • Controlled situations and hands-on
problem solving and creative learning training
skills
SIMULATION PROS
• Easy, flexible and unlimited access
• Promote critical thinking, decision-making and delegation
• Individualized pace learning
• Controlled learning environment
• Repetitive practice
SIMULATION PROS
• Student-centered learning
• Independent critical thinking
• Immediate feedback
• Allow set up scenarios
SIMULATION CONS

• Some simulation does not have physical interactivity


• Limited human interaction
• High financial cost
• High maintenance
QUESTIONS
• Questions about simulations?
REFERENCES
• Bonnetain, E., Boucheiux, J., Hamet, M., & Freysz, M. (2010). Benefits of computer screen‐based simulation in
learning cardiac arrest procedures. Medical Education, 44(7), 716-722. doi:https://doi.Org/10.1111/j.1365-
2923.2010.03708.X
• Doyle, T. J. (2011). Do the patient no harm: Using simulation to prepare nurses for the real world. Reflections On
Nursing Leadership, 37(2).
• Gordon, C.J. (2009). The effect of high fidelity simulation training in medical surgical graduate nurses’ perceived
ability to respond to patient clinical emergencies. Journal Of Continuing Education In Nursing, 40(11), 491–498.
https://doi.Org/10.3928/00220124-20091023-06.
• Janse van Vuuren, V., Goon, D. T., & Seekoe, E. (2018). The perceptions of nurse educators regarding the use of
high fidelity simulation in nursing education. Africa Journal Of Nursing & Midwifery, 20(1), 1. Doi:10.25159/2520-
5293/1685
• Li, Suling (n.d.). The role of simulation in nursing education: A regulatory perspective. National Council Of State
Boards Of Nursing. Retrieved from https://ncsbn.Org/suling2.Pdf
• Medley, C., & Home, c. (2005). Using simulation technology for undergraduate nursing education. Thorofare, 44(1),
31-40. Retrieved from https://search.Proquest.Com/openview/dd79675ca85a070d1cd28cb74264b27e/1?Pq-
origsite=gscholar&cbl=47628.

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