Inclusive Simulation
Inclusive simulation offers students skills and experiences that they might otherwise encounter in a clinical rotation. Additionally, inclusive technologies offers students time to think critically when time is suspended so that they are in a position to make decisions, and act as opposed to the hospital environment that is fast paced whereby the students do not have adequate time to react or have a clear picture of the situation at hand (Keates, 78). When students learn through inclusive simulation, they are capable of creating and making solutions work based on the problems that they have in the circumstances that they find themselves in (Clarkson, 145).
Blindid is the latest learning methodology that is being implemented to integrate various simulations to improve the performance of patients whereby traditional exercises are utilised. In Blindid, the performance of each patient is judged from the performance of that patient, the teamwork exhibited by that patient, and the impacts that the traditional exercises have on the patients. In Blindid, the patients have to use machines that assist them to walk. The patients are normally individuals who have suffered from accidents and have hurt their spinal cords and are not in a position to walk properly. Additionally, traditional exercises are used for patients who are recovering from a comma and they are in a position whereby they cannot remember everthing.
In the inclusive simulation, the students have to reframe the whole process that they are undertaking. The students should consider the barriers of the event that they are participating in and ensured that they complete the tasks. According to Keates and Clarkson (23), the events that the students can undertake include role playing to learning disabilities or some chronic health conditions. The next step is to promote the event that they are undertaking amongst themselves. If the students are not able to respond to the different queries that they are asked during the process, then they may take difficulties as the problems that the individuals with the learning disabilities have in real life. The students should also plan for the queries that they might be asked when dealing with such situations. Finally, students should learn to maximize accessibility to the planned activities.
Works cited
Clarkson, John. Inclusive Design: Design for the Whole Population. , 2003. Internet resource.
Kasser, Susan L, and Rebecca K. Lytle. Inclusive Physical Activity: A Lifetime of Opportunities. Champaign, Ill: Human Kinetics, 2005. Internet resource.
Keates, Simeon, and John Clarkson. Countering Design Exclusion: An Introduction to Inclusive Design. London: Springer London, 2004. Internet resource.
Keates, Simeon. Designing a More Inclusive World. London: Springer, 2004. Internet resource.
