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  • Well I think that role play --simulation itself-- can mean a variety of different things, but

  • in this context it's about taking students in to a --either a medium fidelity or high

  • fidelity-- simulated experience where they can interact with a mechanical doll or a mannequin.

  • I think when you see the mannequin, although it's plastic, it's ahh... it does have the

  • ability to change vital signs, which of course the students are so focused on. It has the

  • ability to speak, it has the ability to change vital signs, it has physiological responses,

  • so if you give it a medication you can elicit a response from it. It can cough or it can

  • pretend to vomit, or you can apply oxygen to it. So it has a multitude of things that

  • you can do with it and it can help us understand the concepts behind it. So when I have a group

  • of students around a simulator I try to get them to think of it as real as possible, even

  • though it's plastic, because these are some of the things they'll see in the clinical

  • environment. It is using community practice again as well, but really I'm trying to be

  • --because I'm a med-surg nurse and a critical care nurse-- I'm trying to get them to see

  • what --if they do something or if they can't think of something-- this is what will happen.

  • I take it into a large classroom and introduce a concept and will actually apply the theory

  • to the simulator in that session or class, in front of seventy students. It's a little

  • intimidating for a group of students to be told to come down and perform, but they are

  • warned, and what I usually do is have volunteers. And so many students email be and say after

  • the simulation, they maybe weren't involved directly, but they were a peripheral participant

  • and they were able to apply what they learned from that experience into their clinical contexts.

  • I think that the way I learned, which was a few years ago, was a little different from

  • how students learn today. I think students are extremely savvy in their technology abilities

  • and plus I think they like to learn from a group or within a group and they like to learn

  • by doing. So a few years ago I was able to use a simulator in a pharmacology class and

  • take the students from the table to the bedside and saw such an improved learning and such

  • a more engaged learning experience from them. They couldn't wait to come to class and they

  • couldn't wait to apply what they had learned. And I think it's our job as facilitators to

  • engage students in learning. These students that I'm teaching --these nursing students--

  • will some day be taking care of me, so I want them to know and I want them to learn effectively

  • and I think simulation is one of those methods that we can use to do that or accomplish that.

  • So if they're looking for using, different pieces of technology --in particular simulation,

  • or even simple role-playing opportunities-- find someone who's done it before and who's

  • comfortable with it and mentor with that person. It doesn't have to be formal mentoring, but

  • certainly I think that experience sometimes provides a great deal of advice and should

  • be maybe considered more worthy.

Well I think that role play --simulation itself-- can mean a variety of different things, but

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B1 simulation simulator apply mannequin fidelity couldn wait

Simulation Technology in Nursing and other Health Sciences

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