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Na.iga.ing the storm of Deteriora.ing Pa.ients: Seven Sca.folds for Simula.ion Design

Open Journa. of Nursing 2017年第6期7卷 683-697页

作者： Gwen D. Erla. Liz Smythe valerie a. wright-st clair Depa.tment of Nursing Auckland University of Technology (AUT) Auckland New Zealand

Recent trends in simula.ion use ha.e necessita.ed a.more considered a.proa.h in the use of this tea.hing/lea.ning tool. The a.m of this resea.ch is to discover wa.s to improve simula.ion a. a.tea.hing/lea.ning pla.form. a.tion resea.ch wa. used to a.swer the question, “How ca. I improve peda.ogica. pra.tices with undergra.ua.e nurses in simula.ion?” This study wa. implemented a. a.University in a.ckla.d, New Zea.a.d between November 2012 a.d Ma.ch 2014. a.purposive sa.ple wa. sought from second a.d third-yea. nursing students (n = 161) enrolled in the three-yea. undergra.ua.e ba.helor of nursing progra.. Methods included focus groups, questionna.res, debriefing sessions, pre- a.d post-tests, a.d La.a.er clinica. judgment rubric a.a.ysis. Seven instructiona. sca.folds emerged which ma.imized student lea.ning a.d retention. These sca.folds: 1) helped move students from known into unknown knowledge;2) provided situa.ed coa.hing;3) modeled expected performa.ce;4) ga.e opportunity for improvement;5) reduced confusion;6) ta.ght effective communica.ion;a.d 7) promoted new lea.ning through debriefing. These stra.egies resulted in a.simula.ion experience which improved clinica. rea.oning in undergra.ua.e nursing students.

关键词： Simula.ion Undergra.ua.e Nursing Educa.ion Sca.fold Deteriora.ing Pa.ient

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Simula.ion Is Not a.Peda.ogy

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Open Journa. of Nursing 2017年第7期7卷 779-787页

作者： Gwen D. Erla. Liz Smythe valerie wright-st clair Depa.tment of Hea.th a.d Environmenta. Sciences Auckland University of Technology (AUT) Auckland New Zealand

Simula.ion a. a.tea.hing/lea.ning tool ha. evolved a. a. unprecedented pa.e which some believe ha. occurred despite a.la.k of resea.ch into peda.ogies a.propria.e to guide this technology-ba.ed lea.ning tool. There seems to be some confusion a. to wha. simula.ion a.tua.ly is. Some ha.e ca.led simula.ion a.peda.ogy, which is incorrect. Simula.ion is not a.peda.ogy, but a. immersive tea.hing/lea.ning pla.form which is a.representa.ion of a.functioning system or process. Simula.ion ha. been used in undergra.ua.e nursing educa.ion in a.focused ma.ner for nea.ly 20 yea.s. Its effectiveness in improving clinica. rea.oning a.d critica. thinking is not certa.n if overa.l instructiona. design principles do not reflect suita.le philosophica. pa.a.igms. Simula.ion a. a.tea.hing/lea.ning pla.form is ma.imized when instructiona. design includes the inspira.ion of beha.iorism, cognitivism, a.d constructivism. Beha.iorist design principles include rote lea.ning, repetition, modula. lea.ning, stimulus-response, a.d conditioning. Cognitivist design principles include observa.iona. techniques, bootstra.ping, a.d equilibra.ion in the form of a.simila.ion a.d a.commoda.ion. Constructivist design principles include new ha.it forma.ion through experience a.d intera.tion with a.“ma.ure socia. medium” in the form of a.simula.ion fa.ilita.or. a.l of these philosophica. underpinnings ha.e the potentia. to ma.imize simula.ion when used a. underpinnings in the overa.l design.

关键词： Simula.ion Undergra.ua.e Nursing Educa.ion Beha.iorist Cognitivist Constructivist

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