An Overview of Simulation Games and Comments on Their Use in Baccalaureate Nursing Education: A Response

Abstract

The author correctly identifies simulation-gaming- as a promising strategy for nursing education and points out that one of the difficulties underlying the more extensive use of this method is the lack of research concerning its effectiveness. I think, though, that the situation is not quite so gloomy as Becker suggests. She reports a total of only four articles concerning the use of simulations in nursing education between 1975 and 1977, whereas I have been able to locate over twenty journal articles, reports and books. This is still a pitifully small number but, if combined with the literature in other related areas, it begins to provide a reasonable background for practice. Becker indicates several possible uses of simulations in nursing education: teaching management, teaching political skills, providing a transition between lab and clinical experience, practice in interpersonal skills, and exploration of other cultures. To these I would add patient clinical management (primary care), and the provision of repeatable situations which can be used for student evaluation. Corbett and Beveridge (1979) have developed several paper-and-pencil simulations which could be used by senior students to consolidate clinical knowledge and provide practice in patient-assessment and problem-solving. Others might be designed on this model by instructors wishing to provide a repeatable and scoreable means for evaluating student skills in these areas.