Theory to Practice in Simulation

Abstract

Simulation is but one learning strategy among many. Likewise, many theories guide simulation-based instruction as a learning tool and the wise facilitator is familiar with the theories that support best practices. This symposium issue of Simulation & Gaming explores a few of those theories of learning and concepts that can help us enhance the experience of our learners. Several themes emerged from the articles in this symposium, many of which are interconnected, including the awareness that people, tools, and roles serve to influence, guide, and assist us in the learning environment. In addition, the role of the facilitator is reflective in nature-reflective of the needs of their learners and their own actions that they use to facilitate learning.

The 2019 WACEM expert document on the framework for setting up a simulation centre

“…Furthermore, after a scenario is developed, we encourage a trial run with our simulation technicians. [222632] Following this, refinements and modifications can be made accordingly. We also ask our learners to rate the level of realism, after every course, as relevant.…”

Healthcare Simulation Standards of Best PracticeTM Facilitation

“…1-4 , 29 To maintain skill as an effective facilitator, one must pursue continuing education and assessment of their facilitation skills 5 , 6 Selection of a facilitation method is guided by theory and research. 7 Facilitation methods may vary based on the levels of the participants, the simulation objectives, and the context of the simulation-based experience while considering cultural [8][9][10] and individual differences 11 that affect learners' knowledge, skills, attitudes, and behaviors. Facilitation methods may differ whether the simulation is conducted between healthcare simulationists and participants interacting in real time or whether participants interact individually within a virtual learning experience.…”

Using “Knowing That” and “Knowing How” to Inform Learning of Peripheral Vein Cannulation in Nursing Education

“…It is suggested that PVC learning in nursing education could be maximized when educational methods include the inspiration of pedagogical perspectives on learning (Clapper, 2015). In studies by Ravik et al (2017aRavik et al ( , 2017b, both theoretical and practical knowledge were relevant to students' PVC learning and successful cannula insertion.…”