Pros And Cons Of Army Simulations Theory

This simulation experience allowed me to practice my focused assessment skills, delegation of tasks, prioritization on of tasks, interdisciplinary communication skills, and skills that I have not been able to participate in such as blood administration. I learned that my strengths are patient education, delegation, noticing changes in patient condition, and working as a member of a team. I need to improve my speed of completing tasks, my confidence, and my process of working through new skills.

McGraw-Hill Education has designed a series of learning games specifically targeting students to improve their experience in a virtual like work scenario. One of them namely Practice Operations would be discussed in this essay. Practice is a sequences of games which are planned to incorporate immersive learning encounters and rich evaluation capacities. In this practice operations simulation, there are 6 modules. To begin with, first module namely The Production Process, I have learned how to prioritise decisions based on the client requirements. I aced how to organize the production tasks as per the client’s necessities, how to manufacture and ship products based on the deadline and also by maintaining the maximum production percentage in the production process. The Second module which is called managing suppliers includes ordering for raw materials like for instance cotton, denim and silk. It helped me understand how to optimize our order based on the factors like quality and lead time. The third module is known as forecasting and contracts, which showed the significance of the understanding the idea of forecasting the demand of the up-coming seasons. This module entirely was based on the procurement process. In this module, you will decide on which contracts to pursue, and enhance their receiving, production, and shipment departments likewise. Therefore,

The simulation environment offers a safe place for students to practice critical scenarios and gain confidence in proscribed settings (Decker, Sportsman, Puetz, & Billings, 2008). Simulation helps faculty to facilitate learning which meets one of the NLN’s core competencies. Simulation also enhances communication through emerging leadership and delegation skills, and builds teamwork through goal and priority setting (Dillon, Noble, & Kaplan, 2009). Therefore, according to Lasater (2007) simulation is highly effective as an adjunct teaching strategy in clinical practice.

I completely agree with you that using simulation devices to train soldiers and police officers is a great technological solution to the country. By creating real simulations of the battle field, the soldiers are effectively trained to handle any kind of situation. This is the technology that is used to train the best of the best Navy seals and it can be expanded to train the whole military.

An incredible use outside of video games is military simulation training using these same technologies. Virtual Battlespace is a simulation program developed by Bohemia Interactive Simulations and is used by the US Army and U.S. Marine Corps as well as other armed forces across the globe, such as the UK Army, the French Air Force, and the Royal Navy.

Simulation based learning develops skills, knowledge, and attitudes in staff that otherwise cannot be experienced. The staff are put in the client’s position and give them a better understanding of daily struggles. Also puts the focus on the client instead of task completion. 14

Costs: Experimenting in real life is costly. It’s not only the capital expenditure of hiring new staff or purchasing new equipment but also the cost of the ramifications of these decisions. For instance, if you fire 3-staff members and then find it difficult to cope with the workload, you may probably lose customers while the only cost with simulation is the software and the man hours to build it.

For the purpose of imitating the real emergency situations, the technical ability of simulation has been continuously upgraded by advanced computer programming or by artificially standardized human behavior. The computer-assisted mannequins are even able to “communicate”, “talk” and provide various reactions and interactions by using predetermined language and settings. However, despite that sophisticated high-tech programming brings convenience during the course of learning, practice and performance evaluation, the author points out that such normative approach cannot be qualified as any paradigm for real practice since preprogrammed language cannot predict real human thoughts and behaviors.

The National Guard success comes largely from training. From real-life training exercises, field training, simulation training and distributed learning. In the event of an activation, leaders must

This type of training is provided away from workplace in order to minimize distractions and encourage trainees to pay full attention. It includes lectures, case studies and simulation…

As technology evolved and based on the number of epidemics or even disasters being reported in recent years, most hospitals including the Veterans Hospital where I currently work have already opened a simulation lab. The simulation labs unlike before do not only focus on everyday concerns, but they have been having simulating drills for natural, epidemics, and man-made disasters. Based on my experience, the exercises are very intense and portrayed to be as real as it could be.

There remain many questions regarding how and why individuals learn. The optimal methods to train and educate an individual need to be studied, as well as team training for optimal outcomes. Inserting multiple variables into individual training further complicates the issue. The “See One, Do One, Teach One” method has been used in the past, however, with simulation systems, the model should move toward “See Many, Do Many, Teach Many” as it is understood that simulation systems are relevant for novices as well as for experts providing

There were 15 different types of simulated attacks that played throughout the years. A 10-kiloton improvised nuclear device, explosives attack, biological attacks – anthrax, influenza, and plague, food contamination, and foreign animal disease (zoonotic); chemical attacks of blister agent, toxic industrial chemicals, nerve agent, and chlorine attacks; natural disasters (earthquake and hurricane); radiological attack, and a cyber-attack (“A Review”, 2005, p. 6).

As stewards of our profession, commanders ensure that military expertise continues to develop and be passed on to aspiring professionals through operational development. It is during this developmental phase that Professional Soldiers put their knowledge and skills to the test. Operational Army units certify and recertify their Professional Soldiers through repetitive and realistic training events including the Combat Life Saver Course, platoon live fires, and exercises at the National Training Center. In the course of these challenging and realistic experiences, the Army’s operational units develop Soldiers and leaders prepared to maintain high standards, discipline, and operational readiness. Operational development and adaptability will continue to drive changes in Army doctrine, organization, leadership, and education as we enter the post-war era. Without this kind of development, the Army could not maintain a well-disciplined professional fighting force.

Simulations are problem-based units of learning that are set in motion by a particular task, issue, policy, crisis, or problem. The problems to be addressed by the participant may be either implicit or explicit, depending on the nature of the simulation.