Presented By: Kiranjit Kaur

Roll No. 38
B.Sc. Nursing
2nd Year
 Simulation is
"the reproduction of a real-life situation."
 Introduction

Simulation is a technique that enables adult
learners to obtain skills, competencies,
knowledge or behavior by becoming involved
in situations that are similar to those in real
life.

This method of teaching attempts to address

problems of real-life conditions and to discuss
them completely after the presentation is over.
 Definitions

 Simulation is a method
whereby an artificial
or hypothetical
experience is created
that engages the
learner in an activity
that reflects real life
conditions but without
risk-taking
consequences of actual
situations.
-Rystedt and Lindstrom (2001)
 Simulations have been
defined as an
operating
representation of
central features of
reality as an attempt to
give appearance and/or
to give the effect of
something else.
-Barton (1970)
 Purposes

Enables the learner to learn directly from
simulated experience which are as close to as
real one.
Promotes a high level of skills and critical
thinking.
Develops in the students an understanding
of the problems that may be encountered in
real situation and ability of decision making.
Enables the individual to empathize with the
real life situations.
 Cont...

Provides feedback to the learners on
the consequences of actions and
decision made.
Motivates the students by making real
life situations exciting and interesting.
Enables teachers and learners to
assess the realism of the situation by
uncovering misconceptions.
 Characteristics
of simulation

Mirror real situations while provide control over
extraneous variables that might interfere with
learning.
Provide a mix of experiences that can be replicated
for successive learners.
Provide a safe environment in which learning has
priority over patient care or system demands.
Focus on application rather than uncertain recall of
knowledge.
Provide immediate feedback on performance.
SIMULATION
 TYPES OF SIMULATION

Part task Simulated

Model
trainers patients

Computerized Hybrid
 1) Model Simulations

Example: manikins
These simulators physically look like a patient;
however, the complexity of model simulators
varies from just being physically like a patient to
be a sophisticated electronically controlled
simulator, which has ability to provide most of
the physiological or pathological responses when
remotely controlled through computer device.
Manikin
 2) Part-task Trainers

 The part-task trainers are the models that are primarily
used for practicing the technical nursing skills.
 Examples:
 Gluteal intramuscular injection model
 Airway trainer model
 Intravenous arm
 These models are available as the specific part rather than
the full body.
 ADVANTAGES:
 Cost-effective
 Easy to handle
 Easy to store
Intravenous arm
CPR Model
 3) Simulated patients

Popularly known as :
 'Patient actors'
 'Standardized patients'
They are also called as clinical teaching
associates who are especially trained to behave
like a particular patient to create an artificial
clinical scenario.
They are especially used for the situations that
require a real individual vital signs monitoring,
physical examination, breast examination, etc.
Simulated patient
 4) Hybrid Simulations

Combination of Standardized patient + Part-
task trainer.
Purposes:
 To make clinical learning more real.
 Students may have more close to realist
experience of the clinical skills, communication
skills and professional behavior.
Example: A gravid uterus is worn by a
simulated or standardized patient.
Simulated patient wearing gravid uterus
5) Computerized Simulations

Computerized simulations may be simple as well as
complex.
SIMPLE COMPLEX
As computer program, As three-dimensional
which demonstrates the virtual clinical
steps of equipment environment, where student
functioning. gets an opportunity to
Example: A mechanical virtually interact with
virtual patient and
ventilator.
healthcare team.
Computerized simulation
 SIMULATION
EQUIPMENT
( SIMULATORS)
Low-fidelity simulators

Less in detail and vitality of
living situation.
Generally lack the realism.
Example: Foam intramuscular
injection simulator
Foam intramuscular injection simulator
Moderate-fidelity Simulators

Offers more realism than low-fidelity
simulators.
Develops deeper understanding of
specific subject matter.
Example: Simulators offering breath
sounds, heart sounds and pulse.
Moderate-fidelity simulator
 High-fidelity Simulators

Produce the most realistic simulated patient
experiences.
Most costly.
High-fidelity units have :-
Cosmetic fidelity Response fidelity
{ Outward appearance of { React in realistic ways to
reality } student interventions }

 Example:- Life-size manikins with features such as palpable

pulses, visible respirations, measurable blood pressure and
pulse oximetry, vocal sounds, open orifices, and minimal
movement, all programmed by computer.
High-fidelity simulator
SIMULATION
PROCESS
 Experience

Sharing

Processing

Generalization

Application
 Experience

This stage involves experiencing particular
problem or situation.
4 or 5 participants are selected.
Each one of them
should identify their
own purpose of
exercise and its
ultimate goal.
 Sharing

This stage involves
participants sharing their experiences
after the exercise is concluded.
Members are encouraged to share both
their observations and feelings about
the activities.
It is done in small groups.
 Processing

 This stage involves
processing the information gathered during
the sharing stage.
It is generally accomplished with all the
participants.
The goal of this step is to identify commonly
shared experiences among the group
members.
Generalization

In this stage, the
teacher guides the group
into drawing broad implications from the
experience and resulting discussion.
Most important phase.
If left out, learning will appear
incomplete.
 Application

In this stage, the participants
apply the new generalization to
future situations.
This phase is designed to give the
participants a chance to apply new
concepts, feelings and ideas in
real-life situations.
 Advantages

Simulation establishes a setting where
theory and practice can be
combined.
Bridging the gap to reality.
Decision making skills to
reality.
Simulations permit application of theory to
practice when access to clinical setting is
impossible.
Cont....

Students can learn without
harming the patient.
Students can receive feedback on
the appropriateness of their action
during simulation.
 Disadvantages

Time consuming.
Cost may be one issue.
Limits aspects of reality
situations.
Learners may not find the
simulation relevant to their
situation.
Usable for small groups only.
Models often easily damaged.
 Summarization
Introduction

Definition
Purposes of simulation
Characteristics of simulation
Types of simulation
Types of simulation equipment
Steps of simulation process
Advantages
Disadvantages
 Recapitulation

What is simulation?
Enumerate the types of simulation.
Enlist the advantages and
disadvantages of simulation.
 BIBLIOGRAPHY

 Comprehensive textbook of nursing education-
Jaypee – by Jaspreet K. Sodhi
 Communication and educational technology-
Elsevier – by Suresh K. Sharma ; Reena Sharma
 Communication and nursing education- Pearson –
by Anurag Bhai Patidar
 Google
 THANK

YOU