‘We learn from our mistakes’: Nursing students’ perceptions of a productive failure simulation

Palominos, Evelyn; Levett‐Jones, Tracy; Power, Tamara; Martínez-Maldonado, Roberto

doi:10.1016/j.colegn.2022.02.006

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…Thus, it is valuable in this study that even for the expert professor, the students’ mistakes were assumed to be opportunities for learning in an environment of trust. In this regard, Palominos et al 20 showed that the naturalization of errors is an aspect that enables learning. Therefore, their acceptance is not only a way to advance in the acquisition of new knowledge, but also helps to minimize negative emotions towards mistakes, achieving greater comfort and security in the learning process.…”

Section: Discussionmentioning

confidence: 99%

Prior knowledge of students: essential aspects that a nursing expert professor identifies, interprets, and organizes to foster learning

Carrillo Pineda,

Bolívar Zapata,

Medina Moya

et al. 2024

Educ. Enferm.

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Objective. To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning. Methods. Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1)non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2)think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3)parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S´], and by continuous comparisons of the data. Results. Four categories were identified: 1) Identification of essential aspects: importance of prior knowledge, 2) Interpretation: connection between essential aspects and students’ mental processes, 3) Organization of the answer: connection between prior knowledge and new knowledge, and: 4) Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning. Conclusion. Students’ experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.

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Section: Discussionmentioning

confidence: 99%

Prior knowledge of students: essential aspects that a nursing expert professor identifies, interprets, and organizes to foster learning

Carrillo Pineda,

Bolívar Zapata,

Medina Moya

et al. 2024

Educ. Enferm.

View full text Add to dashboard Cite

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“…And to begin with, we couldn't even define what critical thinking was to them, because it's just such, a sort of, intangible thing.' What: "Freedom of failure" Purposeful "freedom of failure" helps students to accept errors as a normal experience in the learning process (Palominos et al, 2022), and has been utilised to facilitate clinical decision-making (Morningstar-Kywi & Kim, 2021;Palominos et al, 2022). Being intentional about including "freedom of failure" has reportedly enabled students to compare their knowledge and practical performance with a standard of practice, thereby enhancing clinical decision-making while safely learning from identified mistakes (Morningstar-Kywi & Kim, 2021;Palominos et al, 2022).…”

Section: Purposeful Critical Thinkingmentioning

confidence: 99%

Reality check

Stretton,

Cochrane

2023

APUBS

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Mobile mixed reality (mMR) is increasingly being integrated into health education, however, the affordances and design principles for the facilitation of critical thinking are yet to be explored. The objective of this study is to explore the perceptions of mobile mixed reality and critical thinking in health education. Thematic analysis was undertaken of data collected from focus groups including students, academics, and mobile mixed developers (n=8). The focus groups revealed two main themes: (1) “purposeful critical thinking” including the benefits of freedom of failure in the virtual environment, and (2) “making it meaningful” by incorporating co-design of virtual learning environments while extending or focusing the learning experience to something that could not be achieved any other way. We conclude that the potential for mMR in health education is considerable. Purposeful inclusion of critical thinking could be achieved by students co-designing scenarios that integrate choose-your-own-adventure healthcare pathways in safe, virtual environments.

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Design and production of a learning tool for training opportunities related to mechanical ventilation simulator: Lung Box

Foadoddini,

Soltani

2024

JBUMS

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‘We learn from our mistakes’: Nursing students’ perceptions of a productive failure simulation

Cited by 3 publications

References 23 publications

Prior knowledge of students: essential aspects that a nursing expert professor identifies, interprets, and organizes to foster learning

Prior knowledge of students: essential aspects that a nursing expert professor identifies, interprets, and organizes to foster learning

Reality check

Design and production of a learning tool for training opportunities related to mechanical ventilation simulator: Lung Box

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