The Use of an Advanced Simulation Training Facility to Enhance Clinical Psychology Trainees' Learning Experiences

Nel, Philip

doi:10.2304/plat.2010.9.2.65

Cited by 8 publications

(2 citation statements)

References 21 publications

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“…Although SBLE is emerging in the field of postgraduate psychology training (e.g., Nel, 2010;Edwards et al, 2016), there is limited research in this area (Kühne et al, 2018). In response to this, a scoping review explored barriers and facilitators to using simulated clients in clinical psychology education.…”

Section: Simulation-based Learning and Education In Professional Psychology Trainingmentioning

confidence: 99%

A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

et al. 2021

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In training to become a registered psychologist in Australia, as with many other countries, there is a requirement for students to attend placements, where they work with clients in an apprenticeship model under the guidance of qualified supervisors. In the context of COVID-19, tertiary sector psychology educators responsible for facilitating these placements, which typically require face-to-face client work, have been challenged to arrange or maintain practica. During the pandemic, across Australia, most placements have been affected through cancellation, postponement, or modification (e.g., using telehealth, supported by the Australian Federal Government). In this paper we describe a collaborative initiative by members of the psychology profession across 15 providers of Australian postgraduate professional training programs. The initiative aimed to identify ways in which to develop and innovate psychological placement offerings, specifically using simulation-based learning. Although simulation-based learning in psychology training programs in Australia is a widely employed pedagogy for the scaffolding of theory into psychological practice, there is paucity of clear and comprehensive guidelines for the use of simulation to both optimize competency-based training and ensure public and student safety. The overarching aim of the group, and the focus of this paper, is to provide standardized guidelines for the inclusion of simulation-based learning in psychology training in Australia both during and post-COVID 19. Such guidelines may be equally valuable for psychology training programs globally.

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Section: Simulation-based Learning and Education In Professional Psychology Trainingmentioning

confidence: 99%

A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

et al. 2021

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“…Extensive research has already verified that simulation is an effective learning strategy. Simply stated, simulation is the act of imitating the behaviour of a specific situation or process by means of something suitably analogous for training purposes (Nel, 2010). Gaba (2007), whose conceptual definition of simulation is most often quoted, emphasises that "simulation is a technique, not a technology, to replace or amplify real experiences with guided experiences, often immersive in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion" (Gaba, 2007).…”

Section: Introduction and Problem Statementmentioning

confidence: 99%

High Fidelity Simulation in Nursing Education: Considerations for Meaningful Learning

Welman

Spies

2016

TREN

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High fidelity simulation within nursing education continues to gain momentum. In sub-Saharan Africa vast amounts of money are invested towards the implementation of simulation to complement nursing education. Since the use of simulation is a fairly new addition to nursing education in developing countries, contextual research is necessary to ensure meaningful implementation in educational programmes. To meet the need for such research, two researchers explored the use of high fidelity simulation in a nursing school at a higher education institution in South Africa. The aim of the article was to discuss the insights gained on what students appreciated most about the high fidelity simulation learning experiences and what aspects should be improved to make the learning experience more meaningful. Qualitative data were gathered by means of focus group interviews, a module evaluation questionnaire and the nominal group technique. The unit of analysis comprised of baccalaureate and post-registration nursing groups. From the data collected two broad categories emerged, namely students' unpreparedness and aspects that students valued in terms of simulation. Unpreparedness was related to emotional, theoretical and technical aspects of simulation. Students appreciated the authenticity and psychological safety of the simulation learning experience. To create meaningful learning experiences for students, it was recommended that a detailed orientation programme be provided. Orientation aspects should include the functions of high fidelity simulators and equipment used during simulation sessions. Students should be allowed to spend as much time as they need to familiarise themselves with the simulation environment. Educators should ensure that students understand the expected outcomes of simulation sessions and provide them with detailed information about simulation events. An agreement, whereby students and educators concur to maintain confidentiality about simulation and debriefing events should be included, since it enhances the psychological safety that students experience. It is important, through feedback, to rectify the mistakes that students make, but this should be done in a respectful manner, allowing students to share their experiences in a safe debriefing environment

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Simulation Education Theory

Becker

Hermosura

2019

Comprehensive Healthcare Simulation

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The Use of an Advanced Simulation Training Facility to Enhance Clinical Psychology Trainees' Learning Experiences

Cited by 8 publications

References 21 publications

A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

High Fidelity Simulation in Nursing Education: Considerations for Meaningful Learning

Simulation Education Theory

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