Realism, authenticity, and learning in healthcare simulations: rules of relevance and irrelevance as interactive achievements

Rystedt, Hans; Sjöblom, Björn

doi:10.1007/s11251-012-9213-x

Cited by 69 publications

(105 citation statements)

References 16 publications

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“…Setting aside specific hours in the course structure for this form of preparation, along with the use of clinical practice reflections and post placement debriefings, is seen as providing the opportunities the students need to optimize their experiences whilst on placement. [53] The coming together of the final structure and guiding pedagogies for the new curriculum marked for faculty the results of a shared vision brought to fruition through a series of steps, each one carefully planned to inform the next. As a result we felt confident that we could now continue on to the next important stage of preparing for implementation.…”

Section: Published By Sciedu Pressmentioning

confidence: 99%

Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity

Fetherston

Browne

Andrus

et al. 2017

JNEP

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Curriculum re-design in entry to practice nursing degrees requires a rigorous and multifaceted approach to align the needs of students, professional and industry stakeholders, community needs, the faculty's vision and university and regulator requirements. This paper relates the initial steps in the process taken to achieve this re-design in one Australian university's Bachelor of Nursing program, and describes our experiences in two parts. The first part outlines the context in which the need for curriculum renewal was triggered and the ensuing processes undertaken in the development of our new course aim, course outcomes and graduate attributes. The second part discusses how undertaking these activities then came to influence the adoption of Complexity Thinking in the design of our conceptual model, which then guided our program structure and overarching learning and teaching approaches. We share these experiences to illustrate the steps we undertook on this journey, to outline and example the program we created, and to continue the scholarly discussions around the design of baccalaureate nursing program structures, especially those that implement pedagogies inspired by the concepts related to Complexity Theory. The choice of complexity thinking as a guiding theory was key in providing the lens through which we were inspired to graduate nurses with the skills to provide care in complex situations and value the learning that comes through uncertainty, reflection, adaptation and emergence.

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Section: Published By Sciedu Pressmentioning

confidence: 99%

Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity

Fetherston

Browne

Andrus

et al. 2017

JNEP

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“…Without making a substantive review of an on-going debate on how to describe matters of learning settings and activities as authentic representations, a relevant concept for this study is to view this as a matter of realism and relevance for learning the real world work practice (see, e.g., Rystedt and Sjöblom 2012;Hindmarsh et al 2014). However, it is important to recognize that realism and relevance are complex questions that, like the concept of psychological fidelity, go beyond technical features of the simulator.…”

Section: Developing Professional Skills Through Simulator-based Trainingmentioning

confidence: 99%

“…What the term realism and relevance does in contrast to the concept of psychological fidelity is to go beyond the individual, to highlight also the social and cultural aspects of a work profession. In a study on simulator-based training in healthcare, simulation as a realistic and relevant learning activity emerges and is maintained in and through interaction between the participants and the context (Rystedt and Sjöblom 2012). Even though the learners have been told to treat the scenario as if it was their work practice, this notion will not tell them how to act in the situations that unfold during a training session.…”

Section: Developing Professional Skills Through Simulator-based Trainingmentioning

confidence: 99%

“…Moreover, the talk is framing the instruction as being an object Bof that sort^(cf. Rystedt and Sjöblom 2012), ensuring that the information in the functional simulator system propagates in line with the discourses that constitute the real world work practice. In lines 05-10 we can see how the instruction is oriented towards the manoeuvring technicalities of using the rudder.…”

Section: Representing Direction and Enacting Swaymentioning

confidence: 99%

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Representing and enacting movement: The body as an instructional resource in a simulator-based environment

Sellberg

2016

Educ Inf Technol

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Simulators are used to practice in a safe setting before training in a safetycritical environment. Since the nature of situations encountered in high-risk domains is complex and dynamic, it is considered important for the simulation to resemble conditions of real world tasks. For this reason, simulation-based training is often discussed in terms of realism in relation to real world work practices. However, regardless of the realism of the simulator, there are always glitches in the perception of the simulation as a realistic work setting. In this study video-recorded data is used to explore these glitches between a simulation and the real world. The analysis is focused on maritime instructors' use of body and talk to represent aspects of the real world missing in high-fidelity simulators. Moreover, the study explores the role of these representations in developing the students' understanding of the ship's movements in manoeuvring also in a simulator environment. Results show that instructions given in the simulator have the potential to facilitate students' learning of the ship's movements by using the body as an instructional resource. In the study, a combination of bodily conduct and instructive talk that are coupled towards the simulator, as well as aspects of an imagined real world, is used to address glitches in the simulator. The results contribute to a growing corpus of research, which show that realism in simulatorbased training is an instructional achievement rather than a matter of technical fidelity of the simulator.

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“…Dieckmann, Manser, Wehner, & Rall, 2007;Rystedt & Sjöblom, 2012), there is a lack of rigorous, theory-based, qualitative studies to clarify how and when to effectively use simulations to train health care professionals. We have adopted an actornetwork theory approach to investigate simulation-based cross-professional training situations, where medical and nursing students practice handling acute emergency situations in health care.…”

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confidence: 99%

Learning in Technology-Enhanced Medical Simulation: Locations and Knowings

Ahn

Rimpiläinen

Theodorsson

et al. 2015

P&P

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This qualitative study focuses on how knowings and learning take place in full-scale simulation training of medical and nursing students, by drawing upon actor-network theory (ANT). ANT situates materiality as a part of the social practices. Knowing and learning, according to ANT, are not simply cognitive or social phenomena, but are seen as emerging as effects of the relation between material assemblages and human actors being performed into being in particular locations. Data consists of observations of simulations performed by ten groups of students. The analysis focuses on the emerging knowings in the socio-materialarrangements of three locations involved in the simulation-the simulation room, the observation room and the reflection room. The findings indicate that medical knowing, affective knowing and communicative knowing are produced in different ways in the different locations and material arrangements of the simulation cycle.

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Realism, authenticity, and learning in healthcare simulations: rules of relevance and irrelevance as interactive achievements

Cited by 69 publications

References 16 publications

Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity

Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity

Representing and enacting movement: The body as an instructional resource in a simulator-based environment

Learning in Technology-Enhanced Medical Simulation: Locations and Knowings

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