Preparing teachers for the performance and evaluation of gaming‐simulation in experiential learning climates

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Abstract
Gaming‐simulation exercises have become an established teaching strategy for nursing education This paper suggests that nurse educators must now attempt to evaluate their effect on learning Problems of evaluation are discussed and alternative approaches critically considered The dominant ‘classical’ approach is rejected in favour of ‘illuminative’ evaluation and the approach of ‘new paradigm research’ Nurse teachers are encouraged to apply the principles of therapeutic community practice and ‘gestalt awareness’ to the learning environment to enhance gains from experiential approaches Finally the need to prepare teachers is examined It is suggested that personal and interpersonal sensitivity, plus the ability to meaningfully facilitate groupwork are necessary prerequisites for effective gaming‐simulation and its qualitative evaluation

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