Abstract:

The emergence and expanding of computer technology has given rise to the development of patient simulator. This simulation technology provides an innovative educational tool for health professionals. It places the learners into a realistic simulation environment that allows the application of skill & knowledge for problem solving of a real life situation.The use of patient simulator has recently been integrated into Year 1 of the Bachelor of Science (Nursing) programme. A survey of students to the simulation experiences revealed that they rated the experience very favourably. This paper reports on the process of implementing the simulation experience (bringing real case “to life”) and how it was used as an educational tool to foster deep learning approach (bring learning “to life”) amongst the students and integrating course content across the curriculum (bring learning together). Students’ evaluation of the simulation experiences was very positive.

BRINGING REAL CASE "TO LIFE"
The Year 1 nursing students were brought into the simulation laboratory for a simulation scenario. The patient simulator, John Sim, was brought to “life” in the simulation laboratory. His medical conditions deteriorated which required immediate interventions. The nursing students who played the role of a staff nurse, an enrolled nurse and 2 students were required to manage the crisis situation .The facilitator played the role of doctor was actively involved with the students. A debriefing was conducted with all students on completion of the role play.

BRINGING LEARNING TO "LIFE"
Simulation technology is an innovative tool of teaching the students about the real world of nursing by incorporating various teaching strategies. These teaching strategies, based on sound educational practices, include role playing of case scenario and debriefing using recorded video. Role playing in simulation creates opportunity for the students to become immersed in realistic simulated environment. The immersion into the role of another person through acting allows the student to participate actively in the learning process, both mentally and physically. During debriefing activity, the facilitator enouraged reflective learning by using questioning techniques and reviewing the videotapes for significant events.

BRINGING LEARNING TOGETHER
Simulation bought together the students’ learning across the Year 1 curriculum course content in the development of cognitive, technical and behavioral skills. The simulation enabled students to analyse and apply in practice, concepts and principles acquired across all course modules. In linking the theoretical components with practice, learning became more meaningful and relevant for students.

EVALUATION
Students found the simulation to be a very positive learning experience. They identified that the simulation helped them to use critical thinking to make decisions. Students also recognized the value of teamwork through participation in the simulation. It also gave them more confidence in calling and helped them to develop a systematic approach to crisis situation including the need to seek immediate help in the situation. Although planning and implementing simulation teaching require large amount of teaching time and resources, the positive evaluation by our nursing students gave support to the notion that simulated-based learning should be incorporated into the undergraduate nursing curriculum.

Keywords:

simulation, nursing education, deep learning approach, innovative educational tool, integrated.