—Patricia Benner, renowned nurse educator and authorClinical imagination asks students to step outside of the [sometimes] ‘narrow box’ of academia to develop multiple solutions to a situation. In the above quote, Patricia Benner notes how simulations can transition students from knowledge acquisition to knowledge use. However, in order for nurse educators to transform simulations into a teaching technique, they must make every effort to ensure the simulation technology is invisible. To do this, nurse educators should prepare students for the simulation by reiterating that that the goal is not how theworks, but rather the how theworks. In addition, highlighting the clinical expertise, critical thinking, collaboration, and technical prowess needed during simulated clinical experiences (SCE) is the true key to bridging the gap between classroom and clinical instruction. Allowing focus to shift too much towards the simulation itself might cause learners to lose sight of the actual objectives of the lesson- thus failing to prepare them for the real demands and consequences of the health care environment.A brief description of your selected past learning experience, including the likely learning objectives and the learning environment.Explain the type of simulation that might have enhanced your learning and why.Describe how you could use this simulation to achieve the same objectives in a more meaningful way. Justify your response.Summary/Conclusion
