|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|2645885||1138789||2016||9 صفحه PDF||سفارش دهید||دانلود رایگان|
• Simulation use within the classroom involves students in the active participant and observer roles with assigned specific responsibilities and possible location changes.
• Fidelity used can vary to include use of standardized patients, high-fidelity human simulators (HFS), and static mannequins.
• Although still adhering to International Nursing Association for Clinical Simulation and Learning Standards of Best Practices, use of simulation in the classroom requires additional scaling considerations for planning and resources to accommodate learning.
Simulation as a teaching and learning strategy has been primarily used with small groups of learners in a laboratory setting. This article reviewed the use of simulation in a large didactic classroom setting. A summary of the findings include the student role, facilitator roles, participant locations, prebriefing, evaluation of learning and debriefing. Challenges that the educator can anticipate with respect to facilitating large class simulations are discussed, as well as recommendations, are offered.
Journal: Clinical Simulation in Nursing - Volume 12, Issue 10, October 2016, Pages 429–437