Using Simulation to Educate the Healthcare Professional

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Using Simulation to Educate the Healthcare Professional
The purpose to the article was to give an overview of types, implementations and resources for human simulation in nursing education. “Gaba (2004) has defined simulation as a “ ...technique, not a technology, to replace or amplify real experiences with guided experiences (as sited in Galloway, 2009). Aldrich (2005 ) stated “[t]he objective in creating any simulation experience is achieving fidelity, i.e., a close replication of the real-life, human situation” (as cited in Galloway, 2009). The fidelity created the environment for learning, when fidelity is high there is a greater potential for learning. There are six types of simulations role-playing, standardized patients, partial task trainers, complex task, integrated simulators or human patient stimulators, and full mission simulation (Galloway, 2009). The author showed how the use of simulation for learning was not limited to nursing students and that regardless of the limited numbers for studies, the results for simulation have been positive in many areas of high-risk training. The evidence base for the use of simulation in patient care is limited (Galloway, 2009). “The sky is the limit in terms of how much it will cost to incorporate simulation into health professional education” (Galloway, 2009). The technology for educators is rapidly changing and they need to be keep up; a task many educators are unable and unwilling to do (Galloway, 2009). Kyle and Murray (2008) , authors of Clinical Simulation: Operations, Engineering and Management , offer tools to help educators determine what fits best for their specific learning objectives and settings (as cited in Galloway, 2009). The patient is trusting the health care professional to safely and skillfully care for them. Simulation techniques need to be implemented today and improved for tomorrow (Galloway, 2009) Quote

“Simulation enables healthcare professionals to hone the clinical skills that are...
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