1. + Relia and models Tammy Henderson Grand Canyon University: NUR-649 January 12, 2016

2. + Realia and Models include: Manikins Medical equipment Patients Simulations

3. + Significance of Realia and Models Provide various learning channels that include: Visual, tactile, auditory, kinesthetic and olfactory Reduce educational costs Improve overall learning and satisfaction with skills Collaboration with peers and faculty or patients Improves motivation Makes learning easier

4. + Effect on Nursing Education Models more advantageous Used in classrooms for demonstrations Give students opportunity to practice skills Flexible learning environment Less time constraints than traditional classrooms

5. + Effect on Patient Education Can be used to teach skills needed at home Reinforces teach back return demonstration by patient or caregiver Can be used along with written materials Provides ease of use with observation of clinical expert for guidance Safe and effective No harm to a real person Allows nurse educator to reinforce teaching when needed

6. + Teach Back and Return Demonstration with Models and Realia Immediate feedback Educator assessment of knowledge and skills Support caregivers and patients Allows for evaluation of language barriers or miscommunication May not be effective for visual or hearing impaired Evaluation of dementia, delirium or depression

7. + Advantages of Using Realia and Models Represents actuality Manipulate equipment Facilitate simulating clinical skills Models decrease hazard to patients Demonstrate professional behavior Practice skills Learn collaboration and teamwork with peers and faculty Embrace diversity and reflect values (Billings & Halstead, 2012; Powers et al., 2015)

8. + Disadvantages of Using Realia and Models and Simulations Costly ($30,000-$175,000) Problematical to use with a large group Involves planning Requires advanced preparation Faculty must have knowledge and showmanship Lack of realism Research to design and validate standardized and reliable testing

9. + Teachers of simulations must have: A firm foundation in empirical learning Clear objectives for the simulation A detailed plan to facilitate learning Sufficient time for the learning experience Faculty development of student centered learning (Billings & Halstead, 2012)

10. + Situations Not Appropriate for Simulators or Models Large groups High stress situations Person with anxiety disorders Limited motivation Limited cognition or confused Evidence of dementia, delirium or depression Physically challenged (can’t perform task)

11. + Use of simulators, realia and models related to professional standards and competencies Requires qualified faculty and staff Curriculum prepares student’s success including safe practices Learning resources promote achievement of goals and outcomes Evaluation of student learning Demonstrates achievement of competencies

12. + Realia, models and high-fidelity simulators Safe and effective Non-threatening No risk to patients Allows for immediate feedback and evaluation Provides positive outcomes Improves skills

13. + References Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4 th ed.). St. Louis, MO: Elsevier -Saunders. Birkhoff, S. D., & Donner, C. (2010). Enhancing pediatric clinical competency with high-fidelity simulation. Journal Of Continuing Education In Nursing, 41(9), 418-423. doi:10.3928/00220124-20100503-03 Decker, S., Sportsman, S., Puetz, L., & Billings, L. (2008). The evolution of simulation and its contribution to competency. The Journal of Continuing Education in Nursing, 39(2), 74-81. Goddu, K. (2012). Meeting the challenge: Teaching strategies for adult learners. Kappa Delta Pi Record, 48(4), 169-173. doi:10.1080/00228958.2012.734004 Hamman, W.R., Beaudin-Seiler, B.M., Beaubien, J.M., Gullickson, A.M., Orizondo-Korotko, K., Gross, A. C., …Lammers, R.L. (2010). Using simulation to identify and resolve threats to patient safety. American Journal of Managed Care, 16(6), e145-e150.. National Institute on Aging. (2015). Talking with your older patient: A clinician's handbook. Retrieved January 11, 2016, from https://www.nia.nih.gov/health/publication/talking-your-older-patient/talking-patients-about-cognitive-problems National League for Nursing Accrediting Commission: (2010). 2010 Report to Constituents. Atlanta, GA: Author.

14. + References continued Macedonia, C.R., Gherman, R.B., & Satin, A.J. (2003). Simulation laboratories for training in obstetrics and gynecology. Obstetrics & Gynecology, 102(2), 388-392. Power, T., Virdun, C., White, H., Hayes, C., Parker, N., Kelly, M.,... Cottle, A. (2015). Plastic with personality: Increasing student engagement with manikins. Nurse Education Today. Ravert, P. (2008). Patient simulator sessions and critical thinking. Journal of Nursing Education, 47(12), 557-562. Shepherd, C.K., McCunnis, M., Brown, L., & Hair, M. (2010). Investigating the use of simulation as a teaching strategy. Nursing Standard, 24(35), 42-48. Skiba, D.J. (2009). Nursing education 2.0: A second look at Second Life. Nursing Education Perspectives, 30(2), 129-131. Smaldino, S. E., Russel, J.D., Heinich, R., & Molenda, M. (2005). Instructional technology and media for learning (8 th ed.). Upper Saddle River, NJ: Pearson Merrill. Stokes, F. (2013, November 13). How nurses can use the teach back method to increase family caregiver and patient comprehension. Retrieved January 11, 2016, from http://campaignforaction.org/community-post/how-nurses-can-use-teach-back-method-increase-family-caregiver-and-patient