SIMULATION
INTRODUCTION
Simulation is an old as human beings on earth. Not only human beings but even animals use the
technique of simulation to train their young ones to teach them to adjust in their physical environment. Role
playing in which the process of teaching is displayed artificially and an effort is made to practice some
important skills of communication through this technique.
MEANING
Simulation is the basis of sensitivity training, sociodrama, role-playing and psychodrama. It is not actual
teaching. Certain underlying skills to teaching can be modified, described and practiced like any other skill. It is
assumed that through role perception the psychological appreciation of the classroom problems will grow and
develop in the student-teacher a basis for handling the problems in the class.
DEFINITION
Simulation has been defined as “an attempt to give appearance and to give the effect of something else”
– Barton
“Role playing in which the process of teaching is displayed artificially and an effort is made to practice
some important skills of communication trough the technique. The pupil-teacher and the students simulate the
particular role of a person or actual life situation. The whole program becomes training in role perception and
role playing”. – K.P.Neeraja
“A gestalt communication mode, a future’s language which combines a game-specific language and
appropriate communication technologies with the multilogue interaction pattern.”
- Elsa Sanatombi Devi
ORIGIN
Historically, chess is believed to be the original war game in India Rajas and Nawabas used to play war
games in their palaces and decided the fate of the battles. By 18th century military games were in use for the
analysis of possible real world battle.
TYPES
There are three types of simulation.
1. Written simulation:
Individual uses either paper or pencil.
Purposes:
Problem solving
Decision making
To evaluate students ability to apply the skill
2. 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 viewer’s right on the screen, and the alternative3 outcomes, dependent,
on which approaches to a solution are chosen, can be all taped.
3. Live simulated simulation:
In this two were trained in the role they were to play. Lincoln, Layton and Holdmen (1978) described
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 own history as much as possible by
memorized and added the elements
Of the history that had been created for the simulation. Nursing students found the experience to be
beneficial. They would be much more relax and confident when meeting their first real patient.
PURPOSES
To help students practice decision making and problem solving skills.
To develop human interaction abilities in a controlled and safe setting
By means of active involvement in a simulation exercise a game or a role playing situation, the student
achieve cognitive, affective and psychomotor outcome.
Students have a chance to apply principles and theories they have learned.
USES
It can be used to achieve many learning objectives.
It can help nursing students gain skill in applying in the nursing process.
Learn to solve problem efficiently with minimum wasting of time and resources.
In the acquisition of communication skills.
Simulation is also an avenue for attitude change.
Decision making skills can be fostered by simulation.
Simulation technique can be applied to the learning of psychomotor skills.
Used to evaluate the student learning and competence.
PRINCIPLES
1. Players take on role, which are representatives or the real word and then make decisions in response to
their assessment of the setting in which they find themselves.
2. The experiences simulated are consequences simulated are consequences, which relate to their general
performance.
3. The ‘monitor’ the result of their action is brought to reflect upon the relationship between their own
decisions and the resultant consequences.
DIFFERENT INSTRUMENTS, EQUIPMENTS AND SIMULATED PATIENTS USED ARE
Video: Can be used to help students develop physical examination skills in much the same way as for
interviewing skills.
Simulation devices: These devices include those for cardiac auscultation, breast examination, prostate
palpation, pelvic examination and laryngeal.
Simulated patients: these can also be used very much the same way as for history taking, with the
similar advantages.
APPLICATION OF SIMULATION
The participant is introduced into the situation.
The participant is provided with information and opportunities to solve the problems.
The participant is exposed to a variety of potential solutions to a particular problem.
The participant is introduced to the situation by film strips.
The participant is presented with role playing situations.
Small group discussions.
ACTIVITIES OF SIMULATION
a. Role playing: The role, false or actual is performed in the artificial environment. This may give the
pupil, an understanding of a situation or relationship among real life participants of a social process. He
will gain some perceptions of the actions, attitudes and insight of persons or situations.
b. Socio-drama: It seeks to utilize role-playing as a means of finding out the solution to a problem situation
assigned to the role-players. The problem may be false or based on real life situation, and the actor is
requi9red to find out an acceptable solution of the situation.
c. Gaming: The situations involve outcomes affected by decisions made by one or more decisions. It
designed in a manner which enables chance to affect the outcome.
PROCEDURE OF SIMULATION
1. Selecting the role players: A small group of 4 or 5 student teachers is selected. They are assigned
different letters in an alphabetic order. The role assignments are rotated within the group to give chance
to everyone. Every member of the group gets an opportunity to be the actor and the observer.
2. Selecting and discussing skills: The skills to be practiced are discussed and the topics that fit in the skill
are suggested. One topic each is selected by the group members for exercise.
3. Planning: It has to be decided who starts the conversation, who will top the interaction and when.
4. Deciding the procedure of evaluation: How to record the interaction and how to present it to actor has to
be decided so that a proper feedback on his performance could be given.
5. Provided practical lesson: The role players should be provided reinforcements on their performance to
give them training for playing their part well.
ROLE OF THE TEACHER
It includes
Planning
Facilitating
Debriefing
Planning
Planning begins with choosing or developing and appropriate simulation that will meet course objectives.
Assign some reading for the student to do before class.
Teacher is responsible for preparing environment.
Facilitating
Teacher should function as a facilitator during the actual process of the simulation.
Teacher should encourage creative thinking.
Teacher should identify the strength and weakness.
Debriefing
Teacher role is the final discussion or debriefing sessions.
Teacher should briefly summarize what has taken place.
At the end of discussion period you should point out how principles and concept have been applied and
how the experience ties into the learning objectives.
ADVANTAGES OF SIMULATION IN TEACHER EDUCATION
Simulation establishes a setting where theory and practice can be combined.
Simulation requires the teacher to be active participants in the process.
No risk involved.
Controlled teaching assignments are possible.
Stimulates the student for the acquisition of purposeful activities and they feel keenly interested in role
playing, socio-drama and gaming activities.
Simulation techniques are fun and interesting; they can motivate people to learn.
Simulations are self monitoring.
Simulation as a universal behavioral mode.
Simulation appears to both slow and fast learners and apparently is effective for all types of students.
It encourages creative and divergent thinking.
Role awareness.
Bridging the gap to reality (bridging the gap between real and unreal).
LIMITAIONS IN SIMULATION
Simulation cannot be made in all subjects of the curriculum.
Simulation cannot be conveniently used in case of small children.
It requires a lot of preparation on the part of teachers.
It is lightly individualized.
Time consuming and expensive.
Need for many simulators.
The processes and outcomes of simulation methods are not always predictable.
Usable for small groups.
Simulation technique can be overused.
It is possible that emotions may be aroused to an undesirable degree, especially with role-playing.
VALUES OF SIMULATION TECHNIQUE
Enable the teacher to learn directly from experience.
Promotes higher level of critical thinking.
Develops in the students an understanding of the decision making process.
Enables the students to empathize with the real life situation.
Enables the teacher and learns to assess the realism of situation.
Simulation helps to built confidence in the student teacher.
Simulation bridges the gulf between the theory and practice.
Simulation techniques motivates students by making real life situations exciting and interesting.
Post simulation analysis enables teachers and learners to assess the realism of the situation by uncovering
misconceptions.
RESEARCH ON SIMULATION
Research has been conducted on all three aspects of simulation like, simulation exercises, simulation games,
and role-playing. The dependent variables that have been investigated include students evidenced a higher
degree of interest in simulations than conventional teaching methods.
When Norris tested student reactions to being taught communication skills by means of lecture or by
role-playing, she found that the role-playing group more than the lecture group, said, “The method promoted
active involvement, held their interest and was proffered learning approach”.
SUMMARY
The simulation creates an environment resembling real life situation which helps the students to practice
and gain experience as in a real life situation so that they can practice confidently when exposed to real life
situation.
BIBLIOGRAPHY
K.P.Neeraja; “Textbook of Nursing Education”; Published by Jaypee Publishers; 2007 edition.
Aggarwal.J.C; “Essentials of Educational Technology Teaching Learning”.
B. Sankaranarayan, B. Sindhu; Learning and teaching nursing; Third edition; Brainfill publication.
B.T. Basavanthappa; Nursing Education: 2003 edition; Jaypee publications, New Delhi
NURSING EDUCATION
A SEMINAR ON
SIMULATION
SUBMITTED TO; SUBMITTED BY;
Mrs. Lakshmi, Mr. Joseph Jeswin,
Lecturer, 1st year MSc Nursing,
KRSMCON. KRSMCON.
SUBMITTED ON;
02 – 07 - 2010
