In the university context, compounds of processors with simulation devices present students with opportunities for interactive participation. Simulations reproduce actual events in secure surroundings. Simulations hold various applications, such as introduction or in-service programs, a real classroom or clinical workroom environment, or section of a study task (Sewell, 2013). Practical simulations should resemble the student’s current learning background or only a level that is somewhat higher than that. The Internet grants synchronous control to a high quantity of pupils. Therefore, various simulations are possible to navigate online (Sewell, 2013). For example, a flash simulation, Care of a Client with Schizophrenia, enables learners to utilize their awareness of the disease.
Moreover, simulation-based learning applies methods that can include various levels of efficiency. Lower-fidelity simulation training is composed of the performance on mannequins to develop psychomotor abilities (Unver et al., 2018). Simulation training with greater fidelity requires the usage of mannequins and simulated subjects. Simulated patients are qualified to perform similarly to actual ill people to resemble a collection of indications or problems throughout the study sample or situation (Unver et al., 2018). Thus, the learning experience through simulation can be managed both online and offline.
I think that these two ways of learning more about nursing can be beneficial throughout our education. The availability of online tools makes studying specific aspects of various illnesses and professional practices more accessible than ever before. During the moments away from the hospital equipment, medical staff can refresh their knowledge of many different diseases, ways of treatment, and diagnoses through simulation programs. Furthermore, offline tools are particularly useful for beginners, as it helps individuals to gain more confidence while performing nursing tasks.
References
Sewell, J. P. (2013). Informatics and nursing: Opportunities and challenges. 6th ed. Philadelphia: Lippincott Williams & Wilkins.
Unver, V., Basak, T., Tastan, S., Kok, G., Guvenc, G., Demirtas, A., Ayhan, H., Köse, G., Iyigun, E., & Tosune, N. (2018). Analysis of the effects of high-fidelity simulation on nursing students’ perceptions of their preparedness for disasters. International Emergency Nursing, 38, 3–9. Web.