Simulation as a Learning Tool in the Oncology Setting

© 2014 Harborside Press® S imulation-based education in medicine represents a teaching paradigm shift. David Gaba, associate dean for Immersive and SimulationBased Learning at Stanford University School of Medicine, describes simulation as a technique, not a technology, that recreates real patient experiences and gives participants the opportunity to learn concepts, develop skills, and practice without causing harm to the patient (Gaba, 2012). Research has shown simulation improves learning for both medical and nursing students in many different clinical domains (Gaba, 2012). Simulation can involve use of high-fidelity mannequins, role-playing, storytelling, or standard patient actors. Currently, there are no templates on how to do simulation training, but varied methods are used in medical schools, schools of nursing, and health-care organizations (Patow, 2005). Okuda et al. (2009) indicate a current trend of patient concern regarding being “practiced on” by medical or nursing students in the health-care setting. Simulation offers a vehicle for clinical outcome improvement along with a reliable learning outcome measurement. Participants in the simulation experience learn principles of teamwork and communication. Simulation can effectively assess knowledge gaps and provide a safe and supportive learning environment.