1. Why Simulation
Offers patient care experiences to the novice that are rare and risky for them to participate in.
High acuity patient levels
Shortened patient stays
Critical staffing shortage Jeffries, P. (2007).

2. Students’ cognitive, psychomotor and learning domains addressed.
Observing the clinical situation Observing each other (role modeling)
Participants verbal communication during pre and post simulation experience Facilitator prompts and comments during simulation
Role playing

3. National League for Nursing (2006)
Concludes
Students who have participated in paper/pencil case study did not perceive as many problem solving features as the students who were actively involved in static or high fidelity simulation.
Students who were engaged in high fidelity simulation had a higher satisfaction with their learning and reported a higher confidence in implementing patient care.

4. Experiential Learning
Theory
Dewey (1933) & Kolb (1984)
the learner’s reflective observation about an experience is essential in the learning process.
Defined
occurs when the learner is actively engaged in gaining knowledge

5. Prepares students to….. Synthesize knowledge Integrate evidence
Work in collaboration
Provide ethical and safe care
Problem solve/critically think
Reflect on their skills
Jeffries, P. (2007).

6. Low Fidelity Standard mannequins with no extra features
Allow for mistakes
Students learn from their mistakes
Students develop confidence

7. Moderate Fidelity
Mannequin where chest looks real ,breath sounds can be heard but the chest does not rise or fall
Mannequin allow for mistakes
Students learn from their mistakes
Students develop confidence

8. High Fidelity
Mannequins that are highly sophisticated and computerized
Students develop practice decision making skills
Students learn to establish priorities

9. Design Considerations
Best Practice
Provide active learning
Provide feedback
Collaborative learning
Appropriate time for experiences

10. Design cont. Student Factors Designate specific roles to students
Response-based
Process-based
Allow for self directed learning

11. Design cont. Faculty Factors Become observers/evaluators
Determine appropriate use of support/ cues

12. Design cont. Sim Characteristics Clarify learning outcomes
Provide fidelity within the simulation
Imbed cues
Determine appropriate level of complexity
Provide appropriate time for debriefing

13. Evaluations Knowledge (pretest/posttest)
Skills Performance (competencies)
Student satisfactions (course evaluations)
Self confidence (reflection questions)

14. Reference
Jeffries, P. (2006). Designing, Implementing, and evaluating: Simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26 (2), Retrieved July 11, 2007 from
Jeffries, P. (2007). Simulation in nursing education: From conceptualization to evaluation. National League for Nursing: New York. National League for Nursing & Laerdal Medical , (2006).
Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: A national, multi-method study. Retrieved July 16, 2007 from

15. Discuss Donald

16. Minnesota Healthcare Simulation Library