Simulation based nursing education is a good approach implemented in nursing education to provide students with varied opportunities to practice their clinical skills before they are expose to the real patient. Simulation in nursing education is used to teach learners concepts relating to the care of patients who are either sick or infirm. Through the replication of real-world nursing scenarios and experiences, learners can practice the skills necessary to succeed in the field, without ever putting a real life patient at risk. The investigators adopted a quantitative research design to provide a deep and broad understanding on simulation based nursing education through two days virtual training session. A total of 203 nurses were selected using convenient sampling technique. Post test was conducted at the end of the training session and feedback about the training session was taken from each participants. Data were collected using self-administered structured questionnaire through Google form. Data was analysed using descriptive research design. This study was carried out to assess the knowledge of Nurses towards simulation based learning in nursing education. Majority of the sample had score good knowledge regarding simulation in nursing education and excellent feedback on training was received from the participants. Simulation based education in nursing education is very helpful as it bridge the gap between theory and practical through innovative teaching learning process. It creates interest to the teacher as well as the learner. Students get to practice their procedure in those standardized patient before they actually practice with the patients.

Attention Deficit Hyperactive Disorder is a common behavioural disorder that affects about 10% of school age children. About 7% children worldwide have Attention  Deficit Hyperactive Disorder. In rural India population, the prevalence of  Attention Deficit Hyperactive Disorder is 3.66%. The main aim of the study was to find out the effectiveness of self-instructional module on Attention Deficit Hyperactive Disorder. The investigators adopted a pre-experimental research design among seven selected schools through simple random sampling.A total of 80 primary school teachers were selected using the purposive sampling technique. Self-instructional module and structured knowledge questionnaire was prepared and sent  for validation. Pretesting and reliability was done and found reliable(r = 0.8). Firstly, pretest session was conducted using structured knowledge questionnaire to assess the knowledge of primary school teachers on Attention Deficit Hyperactive Disorder. Self- instructional module(SIM’s) was administered 4 days after the pretest session. After 14 days of SIM’s distribution, posttest was conducted to assess the effectiveness of self-instructional module. The findings reveal that majority 60% of primary school teachers have average knowledge in the pre-test and 86.25% had good knowledge in the post-test. The calculated paired ‘t’ test value ‘t = 11.259’ was found to be statistically significant at p<0.05 level. The study concluded that educational material in the form of self-instructional module helped the teachers to improve their knowledge on Attention Deficit Hyperactive Disorder. The gained in the knowledge from the Self-instructional module will help them to identify and manage children with Attention Deficit Hyperactive Disorder in future.