Use as much as possible of the Multi-Functional Nursing Simulator
Simulation in nursing education is a fast developing educational practise because it offers a suitable teaching environment for students to build their skills while simultaneously fostering ethical conditions for greater patient safety for students.
Option Number One
To maximize educational opportunities, it is necessary to assess
the theoretical foundations of a pedagogical model and to identify the new
duties that faculty members and students take on in these new teaching-learning
situations.
Incorporation of John Dewey's theory of experiential learning and
sociocultural constructivism's idea of zone of proximal development into a
pedagogical paradigm would be beneficial.
All of these theoretical concerns call for the development of new
teacher abilities such as designing teaching-learning scenarios, putting them
into practise properly and evaluating them in line with a learning concept that
places an emphasis on students' involvement. High-fidelity simulators have been
shown to improve students' competency and safety, but their lack of realism
makes them less desirable for educational purposes. This is an ideal
environment for the Multi-Functional Nursing Simulator.
·
Patients should be
respected as multifaceted human beings, and simulators should be utilised to
foster dialogue, contemplation, critical thinking and decision-making in
addition to physical procedure practise.
·
This emerging teaching
style promotes both student skill development and better ethical standards for
patient safety by using high-fidelity simulators.
Development
Technology integration increases nursing students' educational
options, but theoretical foundations of pedagogical models must be reviewed and
new responsibilities assumed by instructors and students in new
teaching-learning settings must be explained. This is crucial. As well as John
Dewey's proximal development zone notion, experiential learning also helps
integrate new educational techniques.
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