APPENDICES
Table 1. Key Terms and General Concepts in Simulation6
Term
Definition
▪ A technique that creates a situation or environment to allow persons to experience a representation of a real event for the purpose of practice, learning, evaluation, testing, or to gain understanding of systems or human actions. ▪ An educational technique that replaces or amplifies real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive manner (Gaba, 2004). ▪ A pedagogy using one or more typologies to promote, improve, or validate a participant’s progression from novice to expert (INACSL, 2013). ▪ An array of structured activities that represent actual or potential situations in education and practice. ▪ These activities allow participants to develop or enhance their knowledge, skills, and attitudes, or to analyze and respond to realistic situations in a simulated environment. (Pilcher, Goodall, Jensen, et al., 2012 ▪ The entire set of actions and events from initiation to termination of an individual simulation event; in the learning setting, this is often considered to begin with the briefing (prebriefing) and end with the debriefing. ▪ Expected goal of a curriculum, course, lesson or activity in terms of demonstrable skills or knowledge that will be acquired by a student as a result of instruction. ▪ Measurable results which can be knowledge, skills, or attitudes (KSAs). (INACSL Standards Committee, 2016c, December). ▪ A learning objective guides the debrief activity by supporting what content should be covered or avoided (Szyld & Rudolph, 2014). ▪ Learning outcomes “measure the effect on learning: psychomotor, affective and cognitive skills” ▪ A result of an activity the learners demonstrate by the end of an educational activity in terms of knowledge, skills, and attributes (KSAs) acquired. ▪ “Measurable results of the participants’ progress toward meeting a set of objectives.” (INACSL Standards Committee, 2016c, December). ▪ “Outcomes include: knowledge, skill performance, learner satisfaction, critical thinking and self- confidence” (Ironside, Jeffries, & Martin, 2009, p.333). ▪ Outcomes are a measurable judgement (Cooke, Stroup, & Harrington, 2019). ▪ Learning outcomes “measure the effect on learning: psychomotor, affective and cognitive skills” (Cant & Cooper, 2017, p.69).
S imulation
Simulated based Learning Experience
Simulation Activity
Learning Objective
Learning Outcome
20
Powered by FlippingBook