The exploration of students’ learning gain following immersive simulation – the impact of feedback

Abstract

With an increasing emphasis on the importance of real-world learning in higher education, coupled with demand for placement experience, simulation has become an increasingly popular pedagogy. However, literature is scant on how students feedforward their learning from the simulation debrief into placement. A mixed-method study of 108 student nurses explored how feedback from the debriefing contributed to students' learning from immersive simulation and whether students used this learning in the placement that followed. In this case, authenticity, realism and interaction were achieved through the use of actors, high fidelity mannequins, clinicians, medical equipment and replicated clinical environments. Results indicated barriers to feedforward at the two stages of the simulation feedback process and the transition of learning into practice. Recommendations identify measures to strengthen the formative feedback phases between the university and practice settings and further enhance the potential of simulation pedagogy.

Real World Learning: Simulation and Gaming

“…To ascertain whether learning gain had been achieved, research using a mixed-methods approach was carried out (Morley, Bettles, & Derham, 2019). Students recognised the immersive simulation event as a valuable learning opportunity and considered it had informed their professional development and preparation for practice.…”

Do Teacher Questions Function as Assessment for Learning?

“…To add on, in AfL practice, through questioning, teacher can adjust, modify the instruction to meet student learning goals. The adjustment and modification can be intentionally done in a meaning negotiation process or a feedback activity (Eckerth, 2009;Palma, 2014), from which teacher can gather information to potentially attain the leaning goals (Box et al, 2015;Carless, 2011;Clark, 2010;Deeley, Fischbacher-smith, Karadzhov, & Koristashevskaya, 2019;Gan, 2010;Hargreaves, 2005;Lee et al, 2015;Matthews, 2019;Mcclean & Hourigan, 2015;Morley, Bettles, & Derham, 2019;Walker, Salines, Abdillahi, Mason, & Molesworth, 2019) In this respect, teacher questions serve a guidance to both teacher and students to reflect their current stages in teaching-learning and subsequently are able to have a better further action as expected in AfL. Through questions, the AFL might be carried out in such a way that teacher, students, and peers have diagnostic information to decide a better further instruction (Huang & Hu, 2016;Lam, 2016;Lee, 2011;Obeiah & Bataineh, 2016).…”

Designing and Supporting Extraordinary Work Experience

“…Using Evan's theory of re-contextualisation, Morley, Bettles and Derham (2019) found that assumptions that certain pedagogies, such as simulation, naturally carried learning into the practice context were often incorrect. Multiple barriers, such as the students' confidence to admit to their learning needs with their new practice supervisor, were highlighted and demonstrated the importance that attention was given to theoretical connections and university learning in the different context of practice.…”