Anvendelse af Simulationsbaseret Sygeplejerskeuddannelsen
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1 Gør tanke til handling VIA University College Anvendelse af Simulationsbaseret undervisning i Sygeplejerskeuddannelsen Tina Hartvigsen og Rikke Buus 1
2 Simulated Clinical Practice Although not a new concept, the use of simulation as a teaching and learning strategy is becoming more widespread (Murray et al., 2008; Prescott and Garside, 2009) Developed in health care training from the traditional practical rooms 2
3 Definition A dynamic process involving the creation of a hypothetical opportunity that incorporates an authentic representation of reality, facilitates active student engagement and integrates the complexities of practical and theoretical learning with opportunity for repetition, feedback, evaluation and reflection. (Bland, Topping and Wood, 2011, p.668) 3
4 The Proces of scenariobased simulation Briefing- Scenario -Debriefing 4
5 Integration of Simulation based Learning in Curriculum The integration of patient simulation into nursing curricula has the potential to be a key component in bridging the gap between clinical learning and practice (Billings and Halstead, 2009). Simulation can be a powerful learning and teaching tool but is not a magic bullet which when fired in the direction of a curriculum will instantly solve all issues (Aldridge,2012). Before embedding simulation into an existing or new curricula there are many considerations such as learning styles and levels of the intended learners, resources, time and expertise available to the educator. 5
6 A few words of caution!! Technology is a rapidly developing resource in high-fidelity simulation. Often when new technologies are introduced to academics, the focus may be on the technology as an isolated entity and not in the context of education or a specific content area (Hixon and Buchenmeyer, 2009; Alexander, 2009). 6
7 Technology It is important that the pedagogy leads the use of high-fidelity simulation, rather than the technology (Roberts and Greene, 2010). Simulation development requires proper training and understanding of how to use it with particular attention being directed to the learning objectives not the technology (Ericsson, 2004). As the technology advances this can heighten the concerns of those facilitators less able to manage new technologies (Howard et al, 2011). Technology is often expensive and simulation based education requires substantial capital and on going investment creating considerable pressure to use it (Miller & Bull, 2013). 7
8 The What and the Why The challenge to incorporate simulation in a perceived crowded curriculum may have an impact on the quality of the teaching experience and outcomes (Nehring & Lashley, 2009). To avoid simulators in nursing education becoming a matter of fancy equipment there must be a clarification of both the WHAT and WHY of simulation (Miller & Bull, 2013). 8
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11 Barriers Availability of funding Large initial investment in simulation equipment compared with on going spending on maintenance and support Lack of time (educators), support & appropriate equipment Group size, logistics, environment, space to use and store equipment Authenticity, realism Things you can t simulate Technical support (affordability) Availability of resources, environment 11
12 Barriers continued Logistics of setting up and running the simulation and packing up Training of educators in design, use and setting up simulations to be competent and comfortable with their use Underlying pedagogy, learning styles (what and why) Wholesale adoption of something successful in one context may not necessarily work in another (Regehr, 2010) Preparation of equipment, props, other actors/role players and debriefing students and sometimes actors and staff In short the implementation of simulation as an educational method is not cost neutral and these factors may influence the widespread acceptance and use of simulation (Fox-Young et al, 2012). 12
13 Enablers Enthusiasm, drive and creativity of educators Evaluative research Students positive evaluations and increased confidence gained through simulation experiences Good resources / facilities Safe environment Allows for repetition and to try something out prior to doing it on a real person Provides opportunity for rare often unseen clinical events Technical support Product design and on site support, education and training Availability of commercial software / pre designed scenarios 13
14 It s also about having fun 14
15 Enablers.. continued Aim to ensure high standards in the face of less than desirable clinical experiences Diversity of simulation strategies Can be used to develop cognitive, affective (attitude) and psychomotor (skills) Can also be used to assess learning / competence Complexity of a simulation can be altered for different levels of students from practicing and mastering technical skills to performing advanced assessments and critical thinking 15
16 Learning via simulation I hear and I forget I see and I remember I do and I understand Confucius * Fanning, RM, Gaba, DM, The Role of Debriefing in Situation-based Learning, Simulation in Healthcare,
17 N E S T L E D nurse educator simulation based learning N E S T L E D Titel på præsentationen 17
18 Titel på præsentationen 18
19 References Aldridge M (2012). In Aldridge, M and Wanless, S (2012), Developing Healthcare Skills Through Simulation. Sage Alexander, B (2009). Apprehending the future: emerging technologies, from science fiction to campus reality. Edcause Review 33 (4), Bland, A.J., Topping, A. and Wood, B. (2011). A concept analysis of simulation as a learning strategy in the education of undergraduate nursing student. Nurse Education Today, 31, doi: /j.nedt Billings, D., Halstead, J (2009). Teaching in nursing: A guide for faculty. St. Louis, MO: Saunders Elsevier. Ericsson, K (2004). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Medicine 79 (10), S70-S81. Fox-Young, S., Brady, S., Brealey, BA, Cooper, S, McKenna, L., Hall, H, Bogossian, F (2012). The perspectives of Australian midwifery academics on barriers and enablers for simulation in midwifery education in Australia: A focus study. Midwifery 28 (2012) Hixon, E., Buckenmeyer, J (2009). Revisiting technology integration in schools: implications for professional development. Computers in the Schools 26(2), Howard, V., Englert, N., Perozzi, K (2011). Integration of simulation across the undergraduate curriculum: student and faculty perspectives. Clinical Simulation in Nursing 7 (10), e1-e10. Miller, A., Bull, RM (2013). Do you want to play? Factors influencing nurse academics adoption of simulation in their teaching practices. Nurse Education Today, 2011, doi:1.1016/j.nedt Murray, C., Grant, M.J., Howarth, M.L. and Leigh, J. (2008) The use of simulation as a teaching and learning approach to support practice learning. Nurse Education in Practice, 8, pp.5 8. Nehring, W., Lashley, F (2009). Nursing simulation: a review of the past 40 years. Simulation and Gaming 40 (4), Prescott, S. and Garside, J. (2009). An evaluation of simulated clinical practice for adult branch students. Nursing Standard, 23(22), Regehr, G (2010). It s NOT rocket science: Rethinking our metaphors for research in health professions education. Medical Education, 44, Roberts, D., Greene L (2010). The theatre of high-fidelity simulation education. Nurse Education Today (2010), doi: /j.nedt Titel på præsentationen 19
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