Unit 3 - The role of simulators in the classroom
Lesson 3 Learners will incorporate simulator activities into their lesson plans.
Objectives:
- Learners will actively read articles about different types of assessments utilized with simulations.
- Learners will actively watch videos on types of simulation scenarios.
- Learner will develop and implement simulation activities into lesson plan
To Do:
- Read the 4 required articles and watch the video listed below.
- The use of clinical simulations in assessment
- A critical examination of high-fidelity human patient simulation within the context of nursing pedagogy
- Role of Spatial Ability as a Probable Ability Determinant in Skill Acquisition for Sonographic Scanning
- Simulation-based learning- The learning–forgetting–relearning process and impact of learning history
- Use of Multiple Patient simulators to Enhance Prioritizing and Delegating skills for senior Nursing students
- Watch : Debriefing Healthcare simulations https://youtu.be/Kt1hiei2P0w
- Watch: Respiratory Therapy Simulation Training https://youtu.be/S8GBcF3wYKE
What do you think about the videos? How would you debrief the students in the Respiratory Therapy video?
Using Simulators in the classroom:
Simulators helping to make advances in the medical field.
- Develop lesson plan incorporating one of the simulators you researched.
- Have students work in a group of three, write 5 questions related to simulation scenarios.
- Implement lesson plan, split your class into two groups
Group one just receives instruction in the classroom with simulators Group two receives instruction using simulators
- Reflect on the lesson plan did the simulator lesson help your students with psychomotor and cognitive skills? Make revisions as necessary.
When incorporating simulations or simulators into the classroom projected outcomes need to be establish not only for the psychomotor skills but also for cognitive skills. As students develop the skills necessary instructors need to make sure we are not just evaluating the skills but also evaluate what has been learned and how to support critical thinking skills. Jay and Owen (2016) state, “educators need to ensure that assessments are not just used for evaluation purposes but for learning purposes as well.” (p. 1177) Think about how do you plan on meeting the established outcomes and think about how you will overcome areas that may not meet the outcomes. Here is a list of practice points as presented by Nicholls et al. (2016) for teaching psychomotor skills however these can also be incorporated when evaluating most other skills as well: Don’t teach a whole complex skill in a single session, task analysis involves breaking down a skill into knowledge and skill sub-parts, limit verbal input throughout skill practice, correct all skills errors immediately as they occur, and use multiple short practice sessions to develop a skill. (p 1056). Debriefing is a great means of assessing students and providing immediate feedback to students. You will be watching a video about debriefing, how often do you utilize this technique? The Respiratory Therapy video, take notes, what did the students do well? What can they improve upon?
References:
Jay, Julie & Owen, Anoinette (2016), Providibg opportunities for self- assessment: the impact on the acquisition of psychomotor skills in occupational therapy, Assessment in Higher Education, (41, 8), 1176-1192
Nicholls, Dewlyn, Sweet, Linda, Muller, Amanda and Hyett, Jon (2016), Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature, Medical Teacher, (3, 10) p 1056- 1063.
Readings
File:The use of clinical simulations in assessment.pdf