Beaubien and Baker (2004) purport that simulation is a prevailing training tool because it “allows the trainer to systematically control the schedule of practice, presentation of feedback, and introduction (or suppression) of environmental distractions within a safe, controlled learning environment” (i51). Thus, simulation can strengthen skills and prepare today’s learners as they enter a competitive workforce. Moreover, simulation is designed to mimic clinical environments while providing students with the opportunity to not only demonstrate learned skills, but think critically, as well. Simulation training allows the focus to be placed on the needs of the students, in turn providing a “safe” learning environment to carry out unusual and acute scenarios without putting patients at risk. Not only can simulation be used to quantify learning experiences, it can also be used as a tool to measure teamwork and communication competencies.
After completing simulation modules, students can then proceed to blog about their experiences; this can enable them to demonstrate critical thinking as they reflect on what they have learned and how they could improve or change their approach to maximize their change-making experience. In turn, senior students can serve as mentors to aspiring students by participating in Communities of Interest (Health-related Sciences) sponsored events.