![]() We believe that our research-based approach- incorporating findings from prior research and our own testing- enables students to make connections between real-life phenomena and the underlying science, deepening their understanding and appreciation of the physical world. PhET provides fun, interactive, research-based simulations of physical phenomena for free. This project was deemed a success with minor revisions made to improve fidelity and usability.A collection of simulations and virtual labs focusing on first-year college physics. Formative and summative evaluation strategies were administered to measure project objectives. Two test pilots of the simulation scenarios were conducted with undergraduate nursing students. The scenario was enacted by a standardized patient and adapted for use in a high-fidelity simulation setting. Multiple variations of a depression scenario were designed to promote simple to complex student learning. The manual supports the application, pedagogy and process for simulation in nursing education. This need prompted the creation of a mental health clinical instructor resource manual of a depression scenario. Research suggests that nursing educators are inexperienced in simulation and consequently lack the capacity to utilize simulation as teaching strategy (Schiavenato, 2009). Simulation is an experiential teaching strategy which can build clinical competence in nursing (Jeffries, 2005). To assist Dragonfly in implementing these recommendations, a barriers analysis was conducted to help overcome potential issues.įrom a student perspective, there is opportunity for experiential learning to improve performance (Reilly & Spratt, 2007). Supplementing these recommendations, this report provides a proposed simulation example that incorporates a new, complex design, as well as potential criteria to evaluate the success of future simulations. To form recommendations for how Dragonfly can design future complex simulations, the unique features of real world negotiations were identified and combined with pedagogical theories deconstructed from existing simulations. These findings indicate that though a substantial number of simulations involve multiple parties and nonscorable interests, very few simulations contain the dynamic complexity of real-world negotiations. In order to do so, a gap-analysis of presently available simulations was performed, derived by creating a framework that isolated the architectural components found in different types of negotiation simulations. This report seeks to answer how Dragonfly can best design and implement simulations that teach its clients to negotiate in an exceedingly complicated world. Yet despite the increase in complexity found in today’s real-world negotiations, simulations have failed to similarly evolve. ![]() Simulations, a form of experiential learning, are particularly prevalent in negotiation training given the important role that soft skills and social processes play in mastering the field. Dragonfly provides training for clients that are focused on advancing social change within their respective fields –organizations that are often operating on the cutting edge of complicated social policies.ĭragonfly, along with the vast majority of other negotiation consulting firms and academic negotiation courses, primarily relies on simulations to teach negotiation skills and lessons. Dragonfly Negotiations & Consulting is a client-based company that works with organizations in order to impart negotiation and leadership skills. Training policymakers, business leaders, and nonprofits to negotiate in an evolving 21st century has never been more important or challenging. Negotiators must constantly make decisions based on uncertain and changing information –decisions that often have irreversible impacts on relationships and deal outcomes. Negotiations that were once focused on one or two isolated issues now encompass multiple sectors and an increasing number of parties. ![]() Today’s world is more complex than ever before. ![]()
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