Situated Cognition: A Learning Framework to Support and Guide High-fidelity Simulation

Paige, Jane B.; Daley, Barbara J.

doi:10.1016/j.ecns.2009.03.120

Cited by 59 publications

(39 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…[4] There is a need to support this motivation and willingness through formally training educators, which can potentially promote HFS use and destigmatise the educators' experiences and perceptions of not using or improperly using HFS. [5,7,13] Training will capacitate educators to use HFS strategically and to maximise its benefits in teaching. [6,12] Despite challenging experiences due to lack of formal training, educators used HFS because they believed it to be a worthwhile investment that could improve student learning outcomes in resource-limited settings.…”

Section: Discussionmentioning

confidence: 99%

Exploration of high-fidelity simulation: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting

Munangatire¹,

Naidoo²

2017

AJHPE

View full text Add to dashboard Cite

Background. Simulations are defined as situations where models are used for practice and to gain experience that will enhance students' practical skills. The use of simulations in clinical skills training can stimulate deep learning and help students to bridge the gap between theory and practice in nursing. This has been revealed in many studies where simulations positively impacted on clinical decision-making and patient care, and there has been great interest in the use of simulation in nurse training. However, the introduction of technologically driven simulators, especially in resourceconstrained settings, has been met with mixed feelings. Objective. To explore the perceptions and experiences of nurse educators in using high-fidelity simulation (HFS) in teaching. Methods. A qualitative case study design was utilised. Seven educators at a school of nursing, which has HFS, participated in a focus group discussion. Data were thematically analysed. Results. Four themes emerged from the educators' experiences and perceptions. The use and benefits of HFS were generally accepted by educators. They valued its positive impact on learning outcomes in learners and the ability to simulate more complex scenarios during training. Lack of prior planning, inadequate training and lack of resources impacted negatively on the effective use and implementation of HFS. Conclusion. The results indicated that nurse educators perceived HFS as a learning pedagogy that can improve students' learning outcomes if used effectively. They believed that to realise the potential of HFS, more support should be provided through training, the availability of necessary resources, and improved planning and organisation. This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0.

show abstract

Section: Discussionmentioning

confidence: 99%

Exploration of high-fidelity simulation: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting

Munangatire¹,

Naidoo²

2017

AJHPE

View full text Add to dashboard Cite

show abstract

“…Simulation deliberately places the learner's needs at the centre of attention providing the potential to create conditions of best practice for teaching which is in contrast to real clinical settings, where the healthcare needs of the patient take priority over the educational needs of the student (Berragan, 2011). Creating such conditions is however challenging and places emphasis on developing realism thought to be essential in order to legitimise the learning activity (Paige and Daley, 2009). According to situated learning theory, learners participate in experiences that reflect real life with authentic contexts being the cornerstone of the theory and for situated learning to be effective, the learning environment should reflect the way in which the knowledge will be used (Onda, 2011).…”

Section: Authenticity and Learningmentioning

confidence: 99%

“…Such efforts to increase realism is referred to as engineered fidelity with Maran and Glavin (2003) identifying the difference between engineering fidelity (how realistic the simulated setting is compared to the real setting) and psychological fidelity (how authentically the learner associates simulated setting with the real setting). Fidelity can take on the aspects of environmental or psychological fidelity (Paige and Daley, 2009). When environmental fidelity is high the environment closely matches the real world (Beaubien and Baker, 2004) with psychological fidelity reflecting emotional connection of the learner to the simulation (McCallum, 2006).…”

Section: Fidelity and Simulationmentioning

confidence: 99%

“…The assumption being with increasing fidelity the potential for the simulation to be real is increased. Buykx, et al (2011) found from an evaluative study that learners place emphasis on the importance of the simulation being realistic to facilitate their learning, a realistic scene being essential to legitimise the learning activity (Paige and Daley, 2009). Such accounts have inevitably led nursing educators being drawn to the possibilities high-fidelity simulators can offer.…”

Section: Fidelity and Simulationmentioning

confidence: 99%

See 1 more Smart Citation

Time to unravel the conceptual confusion of authenticity and fidelity and their contribution to learning within simulation-based nurse education. A discussion paper

Bland

Topping

Tobbell

2014

Nurse Education Today

View full text Add to dashboard Cite

High-fidelity patient simulation is a method of education increasingly utilised by educators of nursing to provide authentic learning experiences. Fidelity and authenticity, however, are not conceptually equivalent. Whilst fidelity is important when striving to replicate a life experience such as clinical practice, authenticity can be produced with low fidelity. A challenge for educators of undergraduate nursing is to ensure authentic representation of the clinical situation is a core component for potential success. What is less clear is the relationship between fidelity and authenticity in the context of simulation based learning. Authenticity does not automatically follow fidelity and as a result, educators of nursing cannot assume that embracing the latest technology-based educational tools will in isolation provide a learning environment perceived authentic by the learner.As nursing education programmes increasingly adopt simulators that offer the possibility of representing authentic real world situations, there is an urgency to better articulate and understand the terms fidelity and authenticity. Without such understanding there is a real danger that simulation as a teaching and learning resource in nurse education will never reach its potential and be misunderstood, creating a potential barrier to learning. This paper examines current literature to promote discussion within nurse education, concluding that authenticity in the context of simulationbased learning is complex, relying on far more than engineered fidelity.

show abstract

“…Students gain cognitive, psychomotor and affective skills involved with developing procedural memory without potentially harming a living person [8].…”

Section: Ethicsmentioning

confidence: 99%

Validating the Use of High-Fidelity Simulation as a Clinical Adjunct in Undergraduate Nursing Education

Headstream-Pehl¹

2017

J Healthc Commun

View full text Add to dashboard Cite

According to the American Association of Colleges of Nursing (AACN) the entry level enrollment for Baccalaureate nursing programs has risen 82.7% since 2002. The increased enrollment has translated into a need for clinical sites and experiences required to develop skilled, knowledgeable nurses. Nursing schools are looking at advances in technology to help maintain a high standard of education and provide needed clinical opportunities.Current research suggests that the use of high-fidelity simulation is an effective method of preparing nursing students to care for patients. Students can develop teaching, technical, and critical thinking skills during the high-fidelity simulations that can be readily transferred to living patients in a standard care situation.This project investigated the premise that simulation experiences are comparable in effectiveness to hospital clinicals by comparing pretest/posttest scores and semester exams scores after a four week clinical rotation. Statistical results showed no difference in scores between the test and control groups, thus supporting the literature review and the null hypothesis.

show abstract

Situated Cognition: A Learning Framework to Support and Guide High-fidelity Simulation

Cited by 59 publications

References 16 publications

Exploration of high-fidelity simulation: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting

Exploration of high-fidelity simulation: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting

Time to unravel the conceptual confusion of authenticity and fidelity and their contribution to learning within simulation-based nurse education. A discussion paper

Validating the Use of High-Fidelity Simulation as a Clinical Adjunct in Undergraduate Nursing Education

Contact Info

Product

Resources

About