It Is Time to Link Theory to Practice in Simulation-Based Learning: Lessons from Learning Theories

O’Shea, Marie-Claire; Palermo, Claire; Rogers, Gary David; Cardell, Elizabeth; Williams, Lauren

doi:10.1016/j.jand.2021.06.011

Cited by 10 publications

(17 citation statements)

References 53 publications

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“…Teaching theories on volitional phases (ie, Health Action Process Approach) or implicit processes (ie, habit theory) are beneficial as they extend common motivational theories 24 . Learning theories have also been found to be important in underpinning simulated‐based learning in dietetics education 25 . These results suggest that academics need to remain current with developments in behaviour change science theory in order to teach models that are at the cutting edge of practice.…”

Section: Discussionmentioning

confidence: 98%

Is there enough behaviour change science in nutrition and dietetics curricula in Australia and New Zealand? A descriptive study

Rigby

Williams

Ball

et al. 2021

Nutrition & Dietetics

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The application of behaviour change science is fundamental to the role of dietitians. This study aimed to describe how behaviour change science is embedded within the curricula of accredited/registered dietetics programs in Australia and New Zealand.Methods: A descriptive study triangulated quantitative document analysis of curricula content from university websites (Part 1) with qualitative, structured interviews with dietetics academics (Part 2). Part 2 verified and advanced upon information captured in Part 1 and was analysed using thematic content analysis.Results: Twenty-five courses from 18 university programs (15 Australia and 3 New Zealand) were synthesised. Fifteen interviews (12 Australia, 3 New Zealand) were conducted. Behaviour change science was taught and assessed at varying levels across all programs. It was taught primarily within lectures or workshops where students apply skills learnt in practical case-based activities, and assessed through small group education planning or demonstrating communication and counselling skills. Five themes were identified from the interviews: (1) behaviour change science should be foundational;(2) integrate and scaffold within curricula; (3) structural limitations within curricula; (4) challenging for students and (5) recommendations for competencies. Conclusion:Behaviour change science is clearly of value to the dietetics profession. Core content appears to be embedded across all university programs; however, the level and depth of the content varied. The knowledge gained from this study provides direction for curricular improvements.

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Section: Discussionmentioning

confidence: 98%

Is there enough behaviour change science in nutrition and dietetics curricula in Australia and New Zealand? A descriptive study

Rigby

Williams

Ball

et al. 2021

Nutrition & Dietetics

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“…Lastly, to support a deeper level of learning, participants in the current study recommended that educators provide timely feedback, allow time for debriefing and encourage student reflection after the telehealth encounter. These recommendations align with guidelines for the use of virtual simulation programs to assess student clinical competency ( 54 – 56 ).…”

Section: Discussionmentioning

confidence: 77%

Assessment of communication skills using telehealth: considerations for educators

Wright

O’Shea²,

Sekula³

et al. 2022

Front. Med.

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ObjectiveThe main aim of this study was to explore the views and perceptions of dietetic educators on their ability to assess communication skills of undergraduate student dietitians in a telehealth setting. A secondary aim was to provide recommendations to educators when assessing these skills using telehealth.MethodsA descriptive qualitative study design was used. Australian and New-Zealand dietetic educators used a validated global communication rating scale to evaluate three pre-recorded telehealth encounters. Educators then answered a series of open-ended questions on their ability to assessed communication skills in the telehealth environment.AnalysisInductive analysis allowed the emergence of themes and sub-themes independent of a specific framework or theory. Peer debriefing and triangulation increased research rigor.ResultsTwenty-four educators were included in this study with the majority (87.5%) having > 10 years experience as a dietetic educator, and 41.6% (n = 10) with experience in assessing dietetics student using telehealth. Most (76%) educators reported the assessment of non-verbal communication skills were challenging in the telehealth environment. Five themes and 15 subthemes emerged relating to advice for students and educators when assessing communication skills and a checklist was developed from recommendations that students and educators can use when preparing, planning, implementing, and assessing telehealth consultations.ConclusionAssessing student communication skills via telehealth provides a useful opportunity with the growing use of the online environment, however, it also presents challenges that must be taken into consideration. While verbal communication skills are easier to assess than non-verbal, both need to be adapted for the telehealth setting.

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“…It is acknowledged the importance of underpinning learning theories in the design and implementation of SBLEs 25 . As this article aimed to map the current use of SBLEs within the allied health professions, the authors made the pragmatic choice to not comprehensively review the link between learning theories and SBLE within allied health programs.…”

Section: Discussionmentioning

confidence: 99%

“…24,25 Common theories identified within SBLE literature include behaviorism, social learning theory, and constructivism. [25][26][27] However, this area is often poorly reported in the literature, and there is no consensus on which model best fits. 24,25 The use of SBLEs as an educational tool in preparation or substitution for clinical hours in the medicine and nursing professions has been well reviewed.…”

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confidence: 99%

Mapping Simulated-Based Learning Experiences Incorporated Into Professional Placements in Allied Health Programs

Squires¹,

Heaney²,

MacDonald‐Wicks³

et al. 2021

Sim Healthcare

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It Is Time to Link Theory to Practice in Simulation-Based Learning: Lessons from Learning Theories

Cited by 10 publications

References 53 publications

Is there enough behaviour change science in nutrition and dietetics curricula in Australia and New Zealand? A descriptive study

Is there enough behaviour change science in nutrition and dietetics curricula in Australia and New Zealand? A descriptive study

Assessment of communication skills using telehealth: considerations for educators

Mapping Simulated-Based Learning Experiences Incorporated Into Professional Placements in Allied Health Programs

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