Year: 2013
Type: article
Abstract: The goal of any educational intervention, whether it is a focused skill, simulation-based scenario, clinical decision making or team work exercise, is to increase the knowledge and breadth of the students' learning.From this, the lecturer needs to utilise best practices in using simulation as a teaching method.There are a number of recommendations and strategies that can be implemented when considering teaching and learning guidelines in simulation. Orientation to the simulator/simulation exerciseAll students participating in simulation-based exercises or scenarios should be introduced to the simulation manikin.This could be done by: explaining the concept of the session and simulator manikin outlining the objectives of the session demonstrating and explaining the capabilities of the manikin reinforcing the professional student behaviours expected in the scenario considering the use of student information platforms (e.g.Moodle) to include short videos or orientation packages for simulation. ObjectivesThe simulation experience should provide clear learning objectives and outcomes for the student.The objectives should: be clearly displayed within the course framework/session objectives demonstrate clear linking to current course under study be congruent with the experience level of the student detail the behaviours, skills and attitudes expected within the session identify expected outcomes of the session for the student be achievable within an appropriate time limit incorporate evidence-based practice link to and reinforce teaching and learning methodologies within the simulation. RealismIn order to implement simulation for teaching and learning the simulation should reflect reality.This can be achieved by: ensuring that equipment (e.g.patient monitors) and the surrounding environment is similar to the practice environment; e.g. a hospital room for an in-hospital experience or a simulated living room for a community-based experience using 'props' to aid a sense of realism to the manikin e.g.patient pyjamas, wigs, dressings, moulage for wounds using resources that the student would encounter in the clinical environment, e.g.intravenous lines, dressings, catheter bags, patient identification bracelets ensuring that all paperwork, forms and patient charts are similar to the clinical environment utilising evidence-based practice to inform realism e.g.date all intravenous lines, use appropriate dressings and dressing techniques.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2914677648