Simulation-Based Learning in Nurse Education

Along with the rapid development of technology in the medical and nursing fields, it is important to adopt a new and innovative way to learn about patient care methods. Nurses and nursing students face the challenge of catching up with new technologies. A new way to get educated and to refine your skills is to use simulation-based learning. By using a simulated nursing care environment, students can deepen their understanding of new skills and new technologies; this great resource can be used in various fields of nursing care, which provides a student 's assessment of sk There are three forms of real life. Understanding and demonstrating the method

Although the grounds for the simulation in the nursing education program are expanding, there are still many doubts such as the following. What is the "dose" optimal for simulation in the course? What is the role in intentional practice and mastery simulation? How does the level and type of fidelity affect learning outcomes? What kind and level of counselor training is most effective? Which method is most effective in achieving specific learning outcomes (ie human model and standardized patient and virtual reality)? Which result indicator should be used to evaluate the validity of the simulation? The problem is complex, and many studies measure the improvement of cognition, but the simulation hopes to actually make a change. The resulting measurement should exceed the participant's learning concept (Kirkpatrick Level 2). Do I need to measure the results with repeated simulation (Kirkpatrick Level 3)?

Research on application of simulation in nursing education has not been confirmed from the viewpoint of best practice method, but research in other fields can provide information to nurse educators using simulation. Research in areas such as adult education, organizational behavior, cognition, social psychology, etc. leads nurses educators in the planning and delivery of simulation-based learning experiences. An example of this is the psychological safety study of Edmundson (Nembhard and Edmondson, 2006 x Nembuard and Edmondson, 2006, Nembhard, IM and Edmondson, A). "The medical problem: the problem is an organization, not a clinical problem." Journal of Organizational Behavior. November 2006; 27: 941-966

The importance of high-quality evidence support and educational simulation in nursing education has not been clarified so far. The evidence base is expanding. There is evidence that successfully designed and executed simulations can enhance knowledge and skills. Research questions are currently focused on best practices and translational studies. Intermediate Jeffries simulation theory leads some researchers. The structure of the theory provides information for the development of this nursing education simulation research. In this article, "simulation" is not a simulation of psychomotor skills or objective structured clinical examinations (OSCE) education to teach health examinations, but instead of simulating the fidelity of a standardized patient or human model It refers to the use of high case simulation.