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ERIC Number: EJ1141174
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1309-0348
The Importance of Simulation in Nursing Education
Eyikara, Evrim; Baykara, Zehra Gocmen
World Journal on Educational Technology: Current Issues, v9 n1 p2-7 2017
Nursing education involves a practice-oriented curriculum in which emphasis is placed on both theoretical knowledge and psychomotor skills. In skill-based education, where learning through practice occupies a central role, it is important to ensure the integration of theoretical knowledge into practice. In this context, simulations represent an innovative teaching method that stimulates a number of senses at the same time among learners. Simulation is a method which can be designed to reflect real-life conditions, and which provides the opportunity to work in contexts that are closer and more representative of real settings. Depending on the clinical situation or scenario; the simulation method will involve a student or a group of students performing a number of patient care activities on a manikin, player or standardized patient. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency; to learn at their own pace; and to freely make mistakes. Simulations is an educational process that can replicate clinical practices in a safe environment. Nursing students who take part in education programs involving simulations perform less medical mistakes in clinical settings, and are able to better develop their critical thinking and clinical decision-making skills. For these reasons, we recommend that simulations, which represent an interactive learning method, are rendered more common in institutions providing nursing education.
SciencePark Research, Organization & Counsesling. P.O. Box 22912, Nicosa 1525, Cyprus. Web site: www.wj-et.eu
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A