What is simulation for?

Byrne, Aidan

doi:10.1111/j.1365-2044.2011.07053.x

Cited by 13 publications

(12 citation statements)

References 37 publications

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“…Previously, we had looked at using animal tissue for FONA training;however, this was impractical in the clinical setting. The key to effective stimulation is to incorporate training into everyday practice3 to gain the specific experience needed to develop the sensory and motor schemata required for learning. We intend to use our manikin on a regular basis and have started to integrate it into ‘in situ simulations’ to train the whole theatre team.…”

Section: Discussionmentioning

confidence: 99%

“…In the UK, the 4th National Audit Project of the Royal College of Anaesthetists recommended anaesthetists to undergo frequent FONA training using simulation 2. Fidelity in simulation has physical, functional and psychological components,3 and we feel that the Crico-Trainer (Frova; VMB Medical, Newcastle, UK), currently used in our department, could be improved. A prestudy survey (n=15) of attending (consultant) anaesthetists identified ‘ideal manikin qualities’.…”

Section: Introductionmentioning

confidence: 99%

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Evaluating the fidelity of a novel part-task trainer for emergency front of neck access training

2017

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluating the fidelity of a novel part-task trainer for emergency front of neck access training

2017

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“…The implementation of such technology opens up the possibility for educators to include sensory elements to the learning environment which may further enhance learning, however, educators are required to determine which aspects of clinical simulation are most important for learning [2] .…”

Section: What Is Immersive Learning?mentioning

confidence: 99%

Maximising sensory learning through immersive education

Roberts

2014

JNEP

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The use of simulated learning in nurse education is not new and much has been written regarding various approaches to using low, medium and high-fidelity approaches. Reality or fidelity is important in terms of creating quality learning using simulation; however, within the literature there is a strong focus on the use of computerised mannequins, rather than on the environment in which the simulation occurs. It is accepted that scenarios on which simulation is based should represent the reality of the clinical world, where students are enabled to learn through active participation in situation which they will likely encounter in the real world. Nurses retrieve information from patients using all of their senses; indeed nursing text books advocate the use of a multi-sensory approach to assessment. Using the senses is often highlighted as part of active learning reinforcing the need for seeing, noticing and observing as a central principle; however other senses may be just as important in terms of active learning. Educators need to determine which aspects of clinical simulation are most important for learning. For example, are motor, cognitive and sensory aspects of equal importance? This paper describes the emerging technology enabling educators to introduce a range of sensory learning stimuli, for example, the use of smell as a clinical indicator and sophisticated suits which provide the wearer with tactile feedback. We go on to consider the potential value of such mechanisms to learning through simulation.

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“…Since its introduction in the 1960s [1], medical simulation has assumed increasing importance in medical education and its benefits are now widely accepted [2][3][4][5]. Recent articles give a good overview of the state of simulation in healthcare [6][7][8].…”

Section: Current Status Of Medical Simulationmentioning

confidence: 99%