This mainly depends on time factor making the users concentration extremely significant. Constructive simulations do not involve humans or equipment rather than time and the occurrence of events. These can be seen by the occurrence of hurricane among others.
Simulation is used for training in schools to procedures which are irreversible such as patient care and surgery. This is also used in testing the student’s performance in communication skills, application of the knowledge they have and also be able to think critically. Through simulation, the students are able to be provided by a powerful learning experience (Bayley & Drury, 1998). Through this, they are grouped for the purpose of assessment. Simulation has enabled students to take part in fragile and surgical patient treatment. Most of the students gain experience as the devices are able to be controlled in case of a misunderstanding of a student or an emergency thereby not causing deaths and injuries.
Learning in the healthcare system requires the knowledge and skills which are mostly developed through apprenticeship. Through the situations occurrence in the livelihood, the students are able to gain experience and become more competent. This is seen as a better way of learning as the experiences enable them applying their skills. Simulation also offers a scheduled and a learning experience which is not easily obtained in real life. Students can obtain techniques on dealing with a high workload, coordination under stress and gaining of information regarding principles to be considered as they put it in practice (Dyro, 2004).
Through simulation, the learners are able to correct their mistakes without an expertise intervention as it is computerized. This gives an adequate knowledge of the areas with flaws so as to avoid future mistakes. The learning experience through the simulation process can also be customized. The stimulation process incorporates