SIMULATION

INTRODUCTION
A number of techniques are being used currently in India as well as in other countries. The
simulated social skill is one of clime. This system of training is being denoted by several terms,
artificial teaching, laboratory method and inductive scientific method. 25% of studies cite
integration of simulation-based exercises into the curriculum as an essential feature of their
effective use. Simulation-based education should not be an extra-ordinary activity, but must be
grounded in the ways learner performance is evaluated, and should be built into learners’ normal
training schedule.

DEFINITION
Simulation:

Simulation is a training and feedback method in which learners practice tasks and processes in
lifelike circumstances using models or virtual reality, with feedback from observers, peers, actor-
patients, and video cameras to assist improvement in skills. 

“As a strategy – not a technology – to mirror, anticipate, or amplify real situations with guided
experiences in a fully interactive way.”

“The true value of simulation lies in its ability to offer experiences throughout the educational
process that provides students with opportunities for repetition, pattern recognition, and faster
decision making.”

-Doyle & Leighton, 2010

PURPOSE
• To helps students practice decision making and problem solving skills.
• To develop human interaction abilities in a controlled and safes settings.
• To support innovative teaching strategies
• To overcome faculty and preceptor shortages and lack of clinical sites

PRINCIPLES OF SIMULATION
• It Should be driven by the educational goal/objective
 • It Should match the level of the student
• The higher the realism, the more effective it is in engaging the student
• Strengths and Limitations of Different Types of Simulation

TYPES OF SIMULATION
1. Model simulation:-Here digital prototype of a physical model is made to predict its
performance in the real world Used to help designers and engineers understand whether,
under what conditions, & in which ways part could fail & what loads it can withstand.

2. Oral simulation:-It is recorded or verbal form of simulation, which

explain the whole process or planning.

3. Written simulation:-Process is recorded in written pattern. Like doctor-patient process

used to investigate physicians decision making & clinical competence.

4. Computerized simulation:-A computer simulation is an attempt to model a real-life or

hypothetical situation on a computer. Models used in physics, chemistry or biology etc.

5. Simulated patients:-It is used by medical professionals, in training of doctors & nursing

students, or medical workers to demonstrate the procedures.

OBJECTIVES OF SIMULATION

• Modifying student behavior.

• Motivating learners.
• Bringing about changes in attitudes.
• Understanding one’s role properly
• Realizing others role and responsibilities.
• Helping students to assume emerging role.
PROCEDURE OF SIMULATED TEACHING

1. Orientation First of all student- teachers should be given necessary theoretical back
ground for practicing simulated teaching. The following points & should be theoretically
discussed in the class.
i). Concept of simulation and simulated technique.
ii). Use of simulation as a training technique.
iii). Significance and rationale of using simulated teaching for their training.
iv). The procedure of simulated teaching.
v). The role of students teachers in simulated teaching.
vi). Requirement and setting for using simulated teaching technique.

2. Selection of theme for teaching

The topic and method (or) technique used should be planned in advance for
teaching specific in the task of simulated teaching.

3. Demonstration lesson
Example is always direct their precept. Keeping this in view, teacher educator
should give a demonstration of teaching for the practice of the skill, selected topic to be
direct with in methodology to be employed by this student teacher.

4. Formatting of groups
The student teachers are divided into groups based on their teaching subject.
Teaching skills to be practiced their total number and their abilities and interests.

5. Assigning of Roles
There are three different roles of the teacher the student and the observer which
are to be played by every pupil teacher in his group. Therefore, a prior scheme is needed for
deciding the order in which different student teacher were play of role of teacher, pupil and
observer. However irrespective of the order everyone has to play the tree roles at one time
(or) the other in the clear all process of simulation.

6. Planning
The schedule of teaching, in every respect is now planned. Each trained who is
assigned the role of a teacher is now helped in selection of suitable topic of his interest in
view of the skills to be practiced. He is further helped in preparing micro-lesson plan. The
teacher trainees who will play the role of pupils are helped in deciding and planning for the
role of pupils. The anticipated class interaction is also planned with respect to the role of the
 trainee as observes. The procedures and techniques of observation is also planned and
decided in advance.

7. Execution of the I st practice session

st
The student teachers who are to play the role of a teacher I are asked to deliver
their lessons one by one to their peers who play the role of pupils. Those playing the role of
observes, engage gunaselues in noting down all the good and weak points of teaching
concerning classroom interaction teacher behavior and overall teaching. The role of pupils
and supervisors is also discussed the order to bring desirable change. In view of such
discussions simulated teaching is their subject to necessary changes is terms of roles played
by the teacher, pupils & superiors.

8. Follow-up during subsequent practice sessions

The alterations decided in the Ist session are practiced in the second and
subsequent sessions till the goals of practicing are the other teaching in not advised. The role
of the student teachers is also gradually altered as to provide opportunity of playing different
roles. In this way all student teachers in the group are graven frill opportunity to practice
their teaching skills and modify this teaching behaviour.

USES OF SIMULATED TEACHING

Teacher training programme

 This skill is employed before sending the student teachers to actual classroom for practice
teaching as it has certain advantages.
1. To acquaint the pupil teachers with the classroom manners before they actually fare the
classroom situation.
2. When an environment can’t be duplicated exactly, when it may be made a realistic as
possible.
3. To avoid risk and humiliation which they may encounter if they enter the classroom
directly after the theoretical knowledge of various teaching.
 4. To enable them to modify their teaching behavior as a result of suggestions given by the
observer.
5. To develop self – confidence in beginners.
6. To help in developing social skill of teaching.
7. This enables to bridge the gap between theory of teaching and practice of teaching in real
classroom situations.
8. Through simulation technique student teachers get an opportunity to study and analyses
critically different teaching behaviors & problem.

ADVANTAGE OF SIMULATION
1. Simulation helps to build confidence in the student teacher.
2. Simulation bridges the gulf between the theory and practice.
3. Simulation enables the learner to learn directly from experience.
4. Simulation promotes a high level of critical thanking.
5. Simulation games develop in the students as understanding of the division making
process.
6. Role playing enables the individual to empathies wick the life-real situation.
7. Simulation provides feed back to the learners on the consequence of action and decision
made.
8. Simulation technique motivates students by making real-life situations exciting and
interesting.
9. Post simulation analysis enables teachers and learners to assess the realism of the
situation by uncovering misconceptions.

DISADVANTAGE OF SIMULATION
1. Often expensive and time consuming to develop
2. An invalid model may result with confidence in wrong results

LIMITATION OF SIMULATION
1. The beginner participants may force some difficulty in asking different kinds of
questions. A simple task such as ‘open and closed’ questions may provide an introductory
challenge.
2. It is quite possible that during an exercise the observer may record incorrectly.
3. The most common error in serious skill training is the misconception that adults can play
the role of pupils.
4. Simulation attempts to portray real situation in a simple way and which is very different.
5. There is a tendency to use this result of a simple simulation as a sole basis of
generalization.
6. Commercially developed simulation games are expensive.
CONCLUSION
Simulation the one of the teaching method it is used very much is teaching programme. It helps

the student teachers to become a complete skill feel teacher. It improves the personal confidence.

But the beginner always facieses in differently of taking class & other problems such as asking

questions to the student way not be appropriate. But practice makes the man perfect repeated

leading makes the student skills full.

BIBLIOGRAPHY
 Aggarwal J.C. (1996). “Principles, methods & technique of teaching” (2nd edition) New

delhi vikas publishing house Pvt Ltd.

 Aggarwal J.C (2003). “Essentials of educational technology Teaching” (1st edition) New

delhi, Vikas Publishing house Pvt

 Mohanty Jaganath (2005). “Educational Technology” (2nd edition) New Delhi, Keep &

Deep publication Pvt Ltd.

 Siddiqi Nasim, Gaur Poonam (2004). “Educational Technology & Teaching Skills” (2nd

edition) New Delhi, DOABA house.

 K P Neerja (2003) “textbook of Nursing Education” (1st edition) New Delhi, jaypee.

 E. Lynne (2007) “Teaching Nursing developing a student centered learning environment

(3rd edition) New Delhi, Lippincott Williams.

 Taylor & Francis (2018) Journal of Simulation 13(4) 260-262.

 Palgrave macmillan (2017) journal of simulation 11(42)1747-1749.

 Physies Catalyst (2017) Simulation as Teaching strategy https://physics catalyst.com

/graduation/simulation.
 JABALPUR INSTIUTE OF NURSING
SCIENCES AND RESEARCH
SUBJECT ON –NURSING EDUCATION
TOPIC PRESENTATION ON
SIMULATION

Submitted To Submitted By
Mrs. SURBHI R.KEHERI miss PREETI SHARMA
Professor M sc (N) 1st year
Jinsar, Jinsar,