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Simulation is defined as “a technique, not a technology, to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive manner” (Gaba, 2004). The National Council of State Boards of Nursing (NCSBN) supports simulation learning in prelicensure nursing education, and expects that nursing programs will follow best practices. In the preface to the 2016 Simulation Guidelines (Figure 1), the NCSBN reported that the most comprehensive study to examine student outcomes when simulation substituted for clinical experience found no difference between students exposed to 50% simulation, 25%, or even 10% or less simulation learning “with regard to knowledge acquisition and clinical performance.” In other words, this study found simulation produced student outcomes equivalent to clinical experience. For some students, simulation may be even more valuable than clinical. For example, think of students who don’t have a chance to encounter rare events in clinical. They may miss seeing an actual delivery in their maternity rotation, or never see how nurses handle a patient fall. For rare but crucial experiences, simulation may be the only way to assure students can attain particular competencies. Congruent with the NCSBN position, the Board of Registered Nursing (BRN) in California fully expects schools of nursing to harness the power of simulation learning to complement and supplement clinical learning.
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Simulation on UCLA campus
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