Simulating The Entire Learning Environment, To Be Used

This report explains my experience in University of Dammam cooperative simulation training program. The program is required to every student whose credit hours exceed 90. It started in the summer of 2015 from the 7th of July to the 20th of August with 2 weeks for the report work (12 week total). The cooperative program purpose is to apply theoretical knowledge into practical work.

An awareness of this theory’s key components allows learning in simulation based education to be contextualized.

Write a report reflecting on your experiences of the Everest group simulation exercise this semester with reference to concepts and theories encountered in this course

Over my years as fist-line supervisor my leadership style has matured. On first becoming a supervisor my leadership style was more autocratic and not involving subordinates in any decision-making (Eagley & Johnson, 1990). Over the years I have transformed into a democratic leader and situational leader. The autocratic leadership style is still used when there is a need, such as in a ‘hot’ call where there is no time for discussion on how to handle the issue.

This is the most important course in the masters program for students, especially for me. It marks great achievements and growth in the subject and signals a beginning to practice in the field. This has also been the most challenging course, as it does not incorporate much of Wedemeyer's empathy theory. During my research, Mills, R. (2004) put this in perspective, stating (paraphrased), learning doesn't have to be difficult because one is at the graduate level. It is not necessary to have to jump hurdles to be successful or to reach the finish line. This was one such course—very stressful—for this learner, and why my focus in learning will always be to incorporate the concepts from OMDE 608, learner supports in distance education and training. From the beginning of my online learning journey, my concern with this mode of delivery was how to meet students where they are when learning takes place in different spaces and time. Holmberg, (2009) also put this in perspective stating, "helping students to learn is any educator's most important task... that must be considered at the planning stage" (p. 46).

From these findings, is can be concluded that certain elements must be present in order for simulation to increase learners’ confidence.

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.

In order to understand what leadership style will work best for a new supervisor it is important to define the different leadership styles that will be discussed in this paper. Although there are many different styles of leadership that have been studied and practiced, some of the basic leadership styles are autocratic, consultative, democratic, participative and laissez-faire. For a new supervisor it is important to determine what leadership style fits their individual personality and the organization, but also allows the job to get completed through their subordinates.

In other words, the results of implementing a simulation can be multi-faceted. One could say a simulation could improve skills such as public speaking, looking at and synthesizing evidence, communication skills, working together and collaboration, etc. One could also say a simulation can improve student’s ability to remember concepts such as economic principles, historical events, parts of the brain, etc. It truly depends on the class that one teaches and the age group that determines which learning goals to focus on. Another strategic use of simulations is to allow time at the end of the simulation for discussion and debrief. At the teacher panel, one teacher mentioned how he had a simulation but didn’t allow time for a discussion, which ultimately was harmful. My goal would be to allow time for discussion to not only allow students to take a breather but to also talk about how the simulation connects to things learned in the

academic performance, but I would like to explain the circumstances. I knew that this semester I can finally learn about nursing topics and do clinicals in the simulation classrooms. I was very excited and I still I am. I thought I could handle the workload, and I still think I could have, except that in the middle of the semester, I had problems with my house mates at the dorms. There were huge arguments that lead to my two house mates despising each other and arguing constantly. I know that it shouldn’t concern me because it is their problem; however, my home environment affecting my study habits. There was heavy pressure in the air and an aura of anger that radiated off my house mate. I was distracted by trying to solve the situation because two of my closest friends refuse to see the other side of the story. Even when I was at school, I was very distracted with my home situation and was unable to focus on my schoolwork. I understand that I should have communicated with my professors or seek assistance to solve the situation earlier on.

Also computer simulation training will benefit anyone to feel more confident on what they are out in the real work force. The confidence level will go up by spending a few hours on training or days with simulation training. Confidence is really important to have especially in the military, being a surgeon and even an airline pilot, but remember confidence can easily go away and hard to get back. For example, my first time seeing an rc airplane I feel in love with them I wanted to get one and fly one seeing the older guys flying them it seem it was easy. So with confidence I told myself I could do these I can fly and rc airplane. So I started talking to the guys and one older man had a glider plain he had built and he was selling it for two hundred dollars, so I decided to buy it. It needed

My answers were not decisive which reflect my weak critical thinking skill. For example, when it comes to medication administration, in instances where things are not clear, it should always be referred to the doctor which in this case I belatedly remembered. Nurses should also make sure that they knew how to use all the equipment that is used in the nursing care. In a medical emergency situation, every second counts. In the simulation, epinephrine administration was delayed since the nurse did not know how to use the automatic injection. Over-all the simulation had a significant impact to my learning process.

As far as doctoral learning is concerned, learner undertake a myriad of writing endeavors [64] and the writing strategy they choose is consequential to the time they spend on it according to Torrance et al. [51]. Torrance and his colleagues [51] used cluster analysis to identify three dif-ferent student writing strategies, n = 101, based on the timing of their decision on the content of their write-up. They grouped into three categories: planners, revisers, and mixed strategy writers. See Table 1 1 for a brief description for each of the category.

In regards to self-awareness, I believe that a combination of activities as mentioned in the “Handbook of Adult Learning and Development” source would be beneficial to enhancing this skill. For instance, the instruction could be begin by discussing what self-awareness is and what it means to adults who are learning. Next, the activity would be a simulation that involves the learners interviewing each other to act as mock consultants. Then the learners would describe any misperceptions or bias that may have occurred unconsciously. This would allow learners to recognize traits. It would also foster learning engagement that was mentioned in questions two that is important to improving self-awareness. The simulation would allow learners to use the resources available to them in the simulation case and still try to find a solution. For example, the environment that the learner is consulting for may be too fast paced for one learner to be a consultant. Therefore, the learners can negotiate about

The evolution of the World Wide Web, recent developments in interactive software, and the emergence of systems thinking provide a unique opportunity to create interactive, web-based simulations that address student learning. This topic explores current theory of mental model formation and its role in student understanding. It describes the potential of computer simulation to enhance student learning, defined as a change in a student’s mental model. As web-based simulations are newly emerging, further discussion is provided in hopes of exploring the opportunities.