Developing and Implementing a Simulation Learning Activity
Planning. The instructor must determine the goal of the simulation learning activity, write a scenario and script for the simulation, write instructions for the activity, and obtain necessary props or individuals (actors) for the activity. Ideally, the activity should be planned so that all students can participate in some way.
Implementation. To begin a simulation learning activity, the instructor must provide the student some brief, basic information about the situation, along with an objective. This may be a done in a number of ways – such as a verbal report or written information. The student is then asked to engage in the situation until the goal has been met.
Debriefing. The final phase of simulation learning involves debriefing. The instructor and student(s) discuss the situation offering feedback regarding what was done well and areas to think about.
Advantage
Stimulates critical thinking through assessment, analysis, and decision making; thinking occurs in a non-linear fashion
Allows students to practice and learn real situations without risk to patients/clients
Students can repeat the experience as needed to develop skills and confidence
Disadvantage
Development is time intensive – primarily due to the detail that is required of script writing
Set up and implementation requires the cooperation of multiple individuals – this may include recruiting individuals to act as patients, individuals to assist with set up (especially if manikins with props are to be used), and recruiting additional faculty to facilitate the activity when multiple student groups are simultaneously participating in the activity
Students need orientation/direction – instructions for the activity must be very clear