Simulation as a teaching/learning tool has evolved at an unprecedented pace\nwhich some believe has occurred despite a lack of research into pedagogies\nappropriate to guide this technology-based learning tool. There seems to be\nsome confusion as to what simulation actually is. Some have called simulation\na pedagogy, which is incorrect. Simulation is not a pedagogy, but an immersive\nteaching/learning platform which is a representation of a functioning\nsystem or process. Simulation has been used in undergraduate nursing education\nin a focused manner for nearly 20 years. Its effectiveness in improving\nclinical reasoning and critical thinking is not certain if overall instructional\ndesign principles do not reflect suitable philosophical paradigms. Simulation\nas a teaching/learning platform is maximized when instructional design includes\nthe inspiration of behaviorism, cognitivism, and constructivism. Behaviorist\ndesign principles include rote learning, repetition, modular learning,\nstimulus-response, and conditioning. Cognitivist design principles include\nobservational techniques, bootstrapping, and equilibration in the form\nof assimilation and accommodation. Constructivist design principles include\nnew habit formation through experience and interaction with a ââ?¬Å?mature\nsocial mediumââ?¬Â in the form of a simulation facilitator. All of these philosophical\nunderpinnings have the potential to maximize simulation when used as\nunderpinnings in the overall design.
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