Enhancing critical thinking through simulation

Abstract

Purpose:To adopt an evidence-based approach to evaluation of learning experiences reliant on simulated clinical practices in an under-graduate nursing program and to determine whether the learning events are structured in ways that elicit and make explicit critical thinking and other behaviours related to intended learning outcomes.Methods: i) An iterative critical evaluation of pedagogy, philosophy and learning events involving simulations to determine the worth of assessment tasks and their alignment to evidence from the literature and the learning outcomes specified in the chosen curriculum blueprint; ii) Literature Review Results: Appraisal of curriculum leaning goals and outcomes and evidence of outcomes in assessment tasks supported the choice of curriculum model: The capacity for integrating the elements of PBL, critical thinking and medium to high fidelity simulation was demonstrated. Careful construction of simulated learning events address the limitations of clinical placement because it facilitates the development and refinement of clinical judgment acumen. Renewal of a model highlighted the need for staff development in order to support the integration of learning outcomes, encourage development of contemporary stimulus material and enhance opportunities for assessment of critical thinking. Conclusion:The authors propose further curriculum renewal and adoption of an amended curriculum model that facilitates an integrated approach elevating critical thinking that is integral to addressing learning outcomes that mirror behaviours relevant to real-life practice.Changing contexts of education and practice in health professional programs require further exploration of the potential of simulation to provide alternative and complementary learning to that acquired through clinical placements.

Constructing Curricula: Rational choices around the use of simulations for optimal outcomes for students

“…It suggests that all learning takes places in a context. It has been argued that constructivism supports the education of health professionals by improving critical thinking skills to enable them to work with complex patients in a rapidly changing environment (Candela, Dalley, & Benzel-Lindley, 2006;Park, Conway & McMillan, 2016). Teaching within a constructivist framework requires educators to focus on learning outcomes -creating activities that cause students to make connections between facts and foster new understandings.…”

Developing Criteria for the Selection of Contemporary Stimulus Material in Mental Health Nursing Education: Engaging Students and Meeting Curriculum Goals - Part 1: Critical Analysis of Simulation and Stimulus Material in Mental Health Nursing Education

“…Instructional design rather than the simulation itself may be crucial to the development of critical thinking (Park, Conway & McMillan, 2016). What is important is the interface between users, simulator and professional or institutional context.…”

“…"PBL (Problem Based Learning) is an educational approach that has the potential to foster the construction of meaning and deeper learning: it is a 'hallmark' of curriculum design for the health professions" (Park, Conway & McMillan, 2016) and has a philosophical and methodological basis. Models of PBL have developed significantly so that there is now greater focus on many different types of stimulus materials linked to stronger preparation for practice and offered with structured debriefing (Conway & McMillan, 2010).…”

“…One of the greatest challenges for those responsible for curriculum implementation is how to access, manage and be assured of quality in clinical placements, experience, clinical teaching and the learners' responses to settings and clientele (Park et al, 2016). How students are assessed on their learning then becomes crucial.…”

Critical Thinking and PBL: What, Why and How?

“…In order to develop critical thinking abilities in students, educators need to have a sound and shared understanding of what critical thinking is in their discipline. Staff development needs to emphasise the role of staff in designing PBL learning events that support the development of the suite of abilities categorised as demonstrating critical thinking (Park, Conway & McMillan, 2016). Moreover, staff who engage with students in teaching/learning situations need to be skilled in the Socratic questioning that is part of effective facilitation of PBL.…”