Creating an Environment for Simulation in a School of Nursing

Meakim, Colleen; Wahl, Susan C.

doi:10.1016/j.ecns.2009.05.033

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…The National League for Nursing in collaboration with Laerdal, another manufacturer of high-fidelity patient simulators, have launched the Simulation Innovation Resource Center, a Web site that provides resources for successful simulation integration in the undergraduate nursing curriculum. In addition, nurse authors have begun to discuss their experiences in assisting faculty to develop this expertise (Jones & Hegge, 2007;Meakim & Wahl, 2007).…”

Section: Didacticmentioning

confidence: 98%

Nursing Simulation: A Review of the Past 40 Years

Nehring

Lashley

2009

Simulation & Gaming

192

114

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Simulation, in its many forms, has been a part of nursing education and practice for many years. The use of games, computer-assisted instruction, standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins have appeared in the past 40 years, whereas anatomical models, partial task trainers, and role playing were used earlier. A historical examination of these many forms of simulation in nursing is presented, followed by a discussion of the roles of simulation in both nursing education and practice. A viewpoint concerning the future of simulation in nursing concludes this article.T hroughout time, nursing educators have sought effective ways to help students to become competent nurses. Since learning takes place through cognitive, psychomotor, and affective domains, nursing education has taken place in the lecture room, the psychomotor laboratory, and in the health care delivery setting. To enhance theoretical learning, simulation, in its many forms, has been added. The types of simulation used in nursing education include anatomical models, task trainers, role playing, games, computer-assisted instruction (CAI), standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins. For the most part, these types of simulation, with the exception of anatomical models, task trainers, and role playing, have been introduced to nursing education in the past 40 years, which coincides with the 40th anniversary of this journal. With increasing numbers of nursing students and decreasing numbers of available clinical sites and nursing faculty, the use of simulation has become an integral part of nursing education. In this article, each of these types of simulation and their use in nursing education is discussed. This is followed by a description of the roles of simulation in both nursing education

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Section: Didacticmentioning

confidence: 98%