Simulation Of Nursing Education : A Literature Review

For years, there have been many theorists who have shared their views on how individuals learn. Such research has determined that individuals have different learning styles. It is important for teacher to understand the learning styles of both themselves and their students because it helps them to relay the subject knowledge to the students. The teacher is in a position where they must be able to assess the learning styles of their students. This means that the students and teachers are both in a process of learning.

Simulation in the undergraduate education of many nursing schools is gaining more and more steam. There are many needs of nursing students and their various styles of learning. Nursing educators must adapt and find ways to help students to be able to critically think. “The ability to think critically is an essential attribute for today’s nurses” (Kostovich, Poradzisz, Wood, and O’Brien, 2007, p. 225).

Practice with other healthcare professional students and providers in simulated settings is critical for understanding one another’s role, learning to work together and communicate as a team, and ultimately improving quality of care and patient safety. With simulation-based education, students can identify potential errors and experience simulations that lead to poor quality and unsafe care. Teachers need to know how to develop these types of simulations for nursing students, for interprofessional education, and for nurses and other providers in the practice setting. Teachers should be prepared for developing simulations and implementing them in his or her own programs. Simulations should be integrated carefully in courses based on the intended

The two tools you identified for use in nursing education are both excellent options for integration of newer technologies in nursing education. Simulations have continued to grow in nursing education, helping students to practice skills before implementing those skills on real patients. The development of simulations continues to advance with technology, and these simulators allows students and workers the ability to make mistakes without repercussion and recognize possible errors and correct them before harm is done (Nimmagadda and Murphy, 2014). In the article by Nimmagadda and Murphy (2014), it shows simulation used to help develop teamwork between nursing students and social workers. Interdisciplinary cooperation is another benefit of

McLeod (2013) states that Kolb learning styles were first introduced in 1984 who published a book on Experiential Learning, his works were based on the work of several people, Lewin, Piagent, Dewey, Freire and James. Kolb suggests that to help us fully understand what we are trying to learn, we need to, have first-hand experience of an idea or notion on something; to be able to visualize and determine the process; to form an opinion and understand the principal of how it works and then actively attempt it several times before we can fully understand it.

Simulation is rapidly becoming a significantly learning methodology in healthcare education. Primarily, the changes seen within the nurse educator's role as a result of simulation use is the unique characteristics of learning to create a bridging experience between the classroom and actual patient care and, more importantly, helps learners develop advanced clinical reasoning skills. Furthermore, learner active engagement is a critical requirement for effective learning during simulation and debriefing, which tasks educators to design simulation learning environments that foster learner active engagement (Fisher, 2016). An example of bridging the gap from classroom to clinical practice is using various low fidelity simulation practice and situations

Duman also proposed that students should be categorized into four learning styles from Kolb’s Experiential Learning Theory: accommodators, divergers, convergers, and assimilators (Duman, 2010). Each category incorporates a method of grasping experience and a method of transforming experience. Accommodators rely on concrete experience and abstract conceptualization when learning

The Kolb Learning Style Inventory Version 3.1 (KLSI 3.1), revised in 2005, is the latest revision of the original Learning Style Inventory developed by David A. Kolb. Like its predecessors, KLSI 3.1 is based on experiential learning theory (Kolb 1984) and is designed to help individuals identify the way they learn from experience. This revision includes new norms that are based on a larger, more diverse, and more representative sample of 6977 LSI users. The format, items, scoring and interpretative booklet remain identical with KLSI 3. The

Kolb’s experiential learning cycle is a theory that argues that we learn from our experiences of life on a daily basis. Cognitive ability is the way people learn and Kolb believed from an early age we begin to develop a sort of instinctive preference as to the way we process information and use it. Kolb (1984) believes that the process of learning follows a pattern or cycle. Kolb’s cycle is made up of 4 stages; the first stage is concrete experience and Kolb believes that life is full of loads of different experiences that everyone can learn from and whether you are at home, work, school or even out shopping that there was experiences everywhere within those sectors and that it was a way for us to start the learning cycle. The concrete experience is the doing stage, the stage where you have the experience. We then have stage two which is reflective observation, this stage involved looking back at our experiences and reflecting on them. Stage three is the abstract conceptualisation which is

Experiential learning is a process that basically demonstrates and focuses on the role of experience in the learning process. This process has been explained by various theorists who have developed some theories including Experiential Learning Theory, cognitive learning theories, and Social Constructivist Theory. The Experiential Learning Theory offers a holistic model of the process of learning and multi-linear form of adult development that shows the process with which people learn, develop, and grow. On the contrary, cognitive theories of learning focus on the impact of cognition rather than affect in learning. Similar to other constructivism approaches, Social Constructivist Theory is based on the belief that a learner develops a personal understanding of significant structures of meaning from his/her actions in the world through reflection.

In 1974, American educational theorist, David Kolb, published his learning theory model. He believed “learning is the process whereby knowledge is created through the transformation of experience” (Kolb 1984). His model included a four stage cycle where a learner engages in an activity, reflects on the encounter, gains skills or knowledge from the experience, and then implements the new abilities (Figure 1a). This is the process of experiential learning. It is an engaged and active process promoting learning by doing.

In the reading Experiential Learning: Experience as the Source of Learning and Development by David Kolb (1984), he proposed that learning is a cycle process in which individuals learn through their own experiences in life. This notion of the learning cycle in which he was influenced by the ideas of three other theorists (Piaget, Dewey, and Lewinian) called it Experiential Learning Theory. Kolb’s theory was based on how people learned by imputing information and processing the information. Within this two abilities, there are four steps in which Kolb’s believe the learning process occurs. The first one he calls “concrete experience”, in which one actually does the learning right then and now. The second one is “reflective observation” when the learner thinks about what they did as a reflection of the experience. The next step is the “abstract conceptualization”, where the learner makes a generalization of the experience. The last step is “active experimentation”, where the learner puts to practice his/her understanding and adapts to it. The learner does this by taking all the first three steps of the learning cycle and seeing the results (pg. 30). Learning is a process in which individuals learn through trial and error. This process can then be reused with our prior experience to strengthen the outcome of our first experience. It is shaped as a cycle in the way we process information cognitively. This is how I understood of the reading on Kolb’s Experiential Learning Theory.

Kolb’s Experiential Learning Model: One of the most popular and influential LS models is Kolb’s “experiential learning” model (Kolb, 1984). Kolb describes learning as a four step spiral process, consisting of concrete experiences (CE), reflective observations (RO), abstract conceptualizations (AC), and active experimentation (AE). Learners have concrete experiences. They reflect on these experiences from different perspectives. From these reflective observations they engage in abstract conceptualizations creating generalizations that integrate observation into sound theories. They use these generalizations for active experimentation resulting in other concrete experiences, which initiate the next spiral of learning. Kolb discusses the relationship of this model with the MBTI, and

Learning style theories are perspectives to determine how and why people learn like they do. There are many theorists who have a view on how people develop and understand learning, such as Honey and Mumford (Peter Honey and Alan Mumford, 1985), David Kolbe (1984), Howard Gardner (Multiple intelligence, 1983), Neil Fleming (VARK, 2001) and Edgar Dale (Cone of experience, 1954). I will talk about some of these and apply them to practice when working with young people, I will also demonstrate that I have knowledge and understanding of these theories by applying them to what I have learnt in year one at Nottingham University.

“The principal goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done” – Jean Piaget (From remarks at a conference on cognitive development at Cornell University, 1964), and so that is still true of learning in my workplace today. But how does the learning being offered create these men you may ask, and what place does Kolb’s experiential learning cycle take in it all? As I work in a tough railway ‘safety critical’ role the learning can be broken down into several phases each with its own goals.