Simulation based learning _Rev[1].ppt JOAB.ppt
- 1. Simulation: Teaching Method The Catholic University of Malawi Tiyamike Nkhoma MSc Child Nursing
- 2. Outline Why Simulation Teaching Learning Theories that underpin Simulation Main steps of the Simulation Limitations of Simulation Teaching Method
- 3. Simulation
- 4. Simulation Simulation is a situation where by the learner is placed in a “hypothetical world" defined by the educator to represent a reality within which students interact/learn (Hughes, 2020). The teacher controls the parameters of this "world" and uses them to help students achieve the learning outcomes
- 5. Why simulation Student centered approach Clinical errors are minimized Promotes critical thinking Feedback is immediate Stimulates student to learn Helps to uncover misconceptions
- 6. Learning Theories Underpinning Simulation Learning theory Learning process Theorist 1.Constructivism 2. Behaviourism 3. Socio-cultural perspective on learning • Learning by doing • Behaviour can be shaped through reinforcement. • Learning is a result of individuals’ participation in activities with others and objects in a cultural Jean Piaget, Jerome Bruner (Kolb) Thondirke.L B.F Skinner, Anders K. Ericsson Vygotsky
- 7. Steps In Simulation 1. Planning 2. Briefing 3. Scenario 4. Debriefing
- 8. 1. Planning Define Learning Objectives Develop Scenario Script Prepare Simulation Environment Develop Debriefing Questions Indicate Time frame
- 9. 2. Briefing What to be learned Confidentiality Title of the simulation Detailed Scenario Objectives of the simulation Equipment Room/environment for scenario Roles and Responsibilities
- 10. 3. Scenario Learners participate in the actual simulation. Indicate a clear start to the simulation and observe for physical and psychological safety of those within the simulation. Carried out as planned, if pauses for discussion
- 11. DEBRIEFING
- 12. 4. Debriefing A formal, collaborative, guided reflection process. Expression of emotions and feedback to one another 3 Phases of debriefing I. The descriptive phase II. The analytic phase III.The application phase
- 13. Limitations of Simulation Not every nurse educator feels comfortable using simulation strategies. It requires a lot of preparation on the part of Educators Simulation is costly in low income countries. Need for many simulators. Time consuming
- 14. Thank You.
Editor's Notes
- #4: THIS IMAGINARY WORLD REQUIRES A systematic approach and steps in order to achieve the intended learning outcomes
- #8: 1. Clearly identify the skills and knowledge you want learners to acquire through the simulation Objectives to reflect Learners level of competence. 2. Create a detailed script that outlines type of simulation, division of roles and time frame. Availability of resources for use. 3. Set up the simulation space to resemble a real-world clinical setting, including equipment and props. Know the number of students involved. 4. Prepare questions that will guide learners to reflect on their performance and identify areas for improvement.
- #12: An activity that follows a simulation experience and led by a facilitator. To provide feedback about students’ performance. Gibbs Reflective cycle-Description – what happened? Feelings – what were you thinking and feeling? Evaluation – what was good and bad about the experience? What went well and what went badly? Analysis – what sense can you make of the situation? Conclusion – what else could you have done? Action plan – if it arose again, what would you do?