Observational Experiential Learning: Theoretical Support for Observer Roles in Health Care Simulation

Abstract

Background: Confusion remains about the use of the observer role in simulation. Observational learning is an emerging form of brain-based learning that is applicable to experiential learning and simulation, warranting the further exploration of theoretical foundations. This article describes how observational experiential learning theoretically supports the use of observer roles in simulation. Method: Constructs and concepts from experiential learning and observational learning theories were explored in tandem with brain-based learning evidence from different disciplines. Results: Observational experiential learning was developed by merging these theories together in simulation and debriefing to support both observer and participant roles for learning outcomes. Conclusion: Observational experiential learning incorporates experiential learning, social learning, and social cognitive theories to support the use of the observer role. Educators should consider strategies to foster attention and motivation through prebriefing, debriefing, and observational brain-based learning protocols. [ J Nurs Educ . 2020;59(1):7–14.]

Classroom-Based Simulation: Participants and Observers Perceive High Psychological Fidelity and Improved Clinical Preparedness

“…Recent evidence in nursing education describes the similarities in learning between observers and participants during simulation. 53,54 Nursing education researchers suggest that when creating SBLEs for large groups of students in the classroom setting, facilitating the role of the observer encourages vicarious learning. 29 e facilitation of observational learning in physical therapy SBLEs seems to enable effective classroom-based simulations with large groups of students, similar to that described in the nursing literature.…”

Homemade virtual clinical: A low-cost, high-impact solution for clinical

“…This was an area that faculty felt could be highlighted more liberally with the faculty nurse than can be done with students in traditional simulation. When students are in the nurse role, their psychological safety and security is of the utmost importance ( Johnson, 2020 ). Because we were using staff who knew how the interaction would transpire, faculty felt comfortable the interactions could be a little more tense than usual.…”

“…Facilitation, including debriefing, of the simulation experience was critical. The INACSL Standards of Best Practice for Simulation Facilitation (2016b) outline the importance of a properly trained facilitator INACSL Standards Committee (2016b ) and Johnson (2020 ). In addition, the simulation must be appropriate for the audience and proper prebriefing activities must be provided.…”

“…Research supports the use of simulation as an effective alternative to traditional clinical experiences because it helps students to build clinical judgement and decision-making skills ( Herron et al, 2019 ; Johnson, 2020 ). Simulation provides students with the opportunity to make mistakes and participate in situations that would not be safe in the clinical setting ( Ironside, 2014 ; Reime et al, 2016 ).…”

The undergraduate simulation framework: standardising design and delivery

“…During simulation via observation, learners have an opportunity to learn through a number of methods such as role-modelling their own behaviour from peers and near-peer-assisted learning techniques (Johnson, 2020). The observer role is not always included in the simulation design; however, a variety of techniques used to structure observational learning creates varied learning outcomes.…”