Simulation in its various forms has developed extensively over the past 15 - 20 years for use in undergraduate nursing programs. The widespread integration of technology-based educational tools into nursing curricula ...Simulation in its various forms has developed extensively over the past 15 - 20 years for use in undergraduate nursing programs. The widespread integration of technology-based educational tools into nursing curricula is raising concerns that technology rather than sound philosophically-based pedagogy is informing nursing education. Some believe that educational soundness has been overtaken by a focus on technological prowess. The manikins used in this immersive classroom often breathe, blink, and even speak in response to lecturer-controlled commands. This research explores how Millennials as a generational cohort (18 - 30 years of age) interface with the teaching/learning platform of simulation. This action research study is unfolded in three distinct action cycles involving 161 undergraduate nursing students. Millennial characteristics of confidence, high achievement, team orientation, technology focus, feedback-saturated, and trophy-seeking traits make them especially adept in immersive simulation environment. If supported by appropriate philosophical underpinnings, simulation as a teaching/learning platform has the potential to become the preferred classroom for Millennial nursing students.展开更多
Recent trends in simulation use have necessitated a more considered approach in the use of this teaching/learning tool. The aim of this research is to discover ways to improve simulation as a teaching/learning platfor...Recent trends in simulation use have necessitated a more considered approach in the use of this teaching/learning tool. The aim of this research is to discover ways to improve simulation as a teaching/learning platform. Action research was used to answer the question, “How can I improve pedagogical practices with undergraduate nurses in simulation?” This study was implemented at a University in Auckland, New Zealand between November 2012 and March 2014. A purposive sample was sought from second and third-year nursing students (n = 161) enrolled in the three-year undergraduate bachelor of nursing program. Methods included focus groups, questionnaires, debriefing sessions, pre- and post-tests, and Lasater clinical judgment rubric analysis. Seven instructional scaffolds emerged which maximized student learning and retention. These scaffolds: 1) helped move students from known into unknown knowledge;2) provided situated coaching;3) modeled expected performance;4) gave opportunity for improvement;5) reduced confusion;6) taught effective communication;and 7) promoted new learning through debriefing. These strategies resulted in a simulation experience which improved clinical reasoning in undergraduate nursing students.展开更多
Simulation as a teaching/learning tool has evolved at an unprecedented pace which some believe has occurred despite a lack of research into pedagogies appropriate to guide this technology-based learning tool. There se...Simulation as a teaching/learning tool has evolved at an unprecedented pace which some believe has occurred despite a lack of research into pedagogies appropriate to guide this technology-based learning tool. There seems to be some confusion as to what simulation actually is. Some have called simulation a pedagogy, which is incorrect. Simulation is not a pedagogy, but an immersive teaching/learning platform which is a representation of a functioning system or process. Simulation has been used in undergraduate nursing education in a focused manner for nearly 20 years. Its effectiveness in improving clinical reasoning and critical thinking is not certain if overall instructional design principles do not reflect suitable philosophical paradigms. Simulation as a teaching/learning platform is maximized when instructional design includes the inspiration of behaviorism, cognitivism, and constructivism. Behaviorist design principles include rote learning, repetition, modular learning, stimulus-response, and conditioning. Cognitivist design principles include observational techniques, bootstrapping, and equilibration in the form of assimilation and accommodation. Constructivist design principles include new habit formation through experience and interaction with a “mature social medium” in the form of a simulation facilitator. All of these philosophical underpinnings have the potential to maximize simulation when used as underpinnings in the overall design.展开更多
文摘Simulation in its various forms has developed extensively over the past 15 - 20 years for use in undergraduate nursing programs. The widespread integration of technology-based educational tools into nursing curricula is raising concerns that technology rather than sound philosophically-based pedagogy is informing nursing education. Some believe that educational soundness has been overtaken by a focus on technological prowess. The manikins used in this immersive classroom often breathe, blink, and even speak in response to lecturer-controlled commands. This research explores how Millennials as a generational cohort (18 - 30 years of age) interface with the teaching/learning platform of simulation. This action research study is unfolded in three distinct action cycles involving 161 undergraduate nursing students. Millennial characteristics of confidence, high achievement, team orientation, technology focus, feedback-saturated, and trophy-seeking traits make them especially adept in immersive simulation environment. If supported by appropriate philosophical underpinnings, simulation as a teaching/learning platform has the potential to become the preferred classroom for Millennial nursing students.
文摘Recent trends in simulation use have necessitated a more considered approach in the use of this teaching/learning tool. The aim of this research is to discover ways to improve simulation as a teaching/learning platform. Action research was used to answer the question, “How can I improve pedagogical practices with undergraduate nurses in simulation?” This study was implemented at a University in Auckland, New Zealand between November 2012 and March 2014. A purposive sample was sought from second and third-year nursing students (n = 161) enrolled in the three-year undergraduate bachelor of nursing program. Methods included focus groups, questionnaires, debriefing sessions, pre- and post-tests, and Lasater clinical judgment rubric analysis. Seven instructional scaffolds emerged which maximized student learning and retention. These scaffolds: 1) helped move students from known into unknown knowledge;2) provided situated coaching;3) modeled expected performance;4) gave opportunity for improvement;5) reduced confusion;6) taught effective communication;and 7) promoted new learning through debriefing. These strategies resulted in a simulation experience which improved clinical reasoning in undergraduate nursing students.
文摘Simulation as a teaching/learning tool has evolved at an unprecedented pace which some believe has occurred despite a lack of research into pedagogies appropriate to guide this technology-based learning tool. There seems to be some confusion as to what simulation actually is. Some have called simulation a pedagogy, which is incorrect. Simulation is not a pedagogy, but an immersive teaching/learning platform which is a representation of a functioning system or process. Simulation has been used in undergraduate nursing education in a focused manner for nearly 20 years. Its effectiveness in improving clinical reasoning and critical thinking is not certain if overall instructional design principles do not reflect suitable philosophical paradigms. Simulation as a teaching/learning platform is maximized when instructional design includes the inspiration of behaviorism, cognitivism, and constructivism. Behaviorist design principles include rote learning, repetition, modular learning, stimulus-response, and conditioning. Cognitivist design principles include observational techniques, bootstrapping, and equilibration in the form of assimilation and accommodation. Constructivist design principles include new habit formation through experience and interaction with a “mature social medium” in the form of a simulation facilitator. All of these philosophical underpinnings have the potential to maximize simulation when used as underpinnings in the overall design.
