Make the most of the Multi-Functional Nursing Simulator

 

Student nursing education using simulation is a fast increasing educational practice because it offers an appropriate teaching environment in which students may develop their talents while also fostering ethical environments that encourage both student and instructor safety.

Choosing the First Option

To maximize educational possibilities, the theoretical underpinnings of a pedagogical model must be examined, and the new duties that faculty members and students must assume in these new teaching-learning scenarios must be recognized.

We feel that adding John Dewey's theory of experiential learning and the notion of the zone of proximal development from sociocultural constructivism into one's teaching and learning paradigm would be beneficial.

To address all of these theoretical issues, new teacher competencies must be established, such as the capacity to build teaching-learning scenarios, implement them effectively, and assess them using a participatory learning model. While it has been shown that high-fidelity simulators boost student competency, they are less desirable for educational purposes owing to their lack of realism. This is an ideal environment for the Multi-Functional Nursing Simulator.

Patients should be respected as complex human beings, and simulators should be used to foster dialogue, contemplation, critical thinking, and decision-making in addition to physical procedure practise.

Through the use of high-fidelity simulators, this emerging teaching style promotes both student skill development and higher ethical standards for patient safety.

Development

While integration of technology expands educational opportunities for nursing students, the theoretical foundations of pedagogical models must be examined, and the new responsibilities assumed by instructors and students in new teaching-learning contexts must be explicitly expressed. This is critical. Experiential learning, like John Dewey's idea of the proximal development zone, aides in the classroom's incorporation of new educational practices.