کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
368343 621575 2013 6 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Who is that masked educator? Deconstructing the teaching and learning processes of an innovative humanistic simulation technique
موضوعات مرتبط
علوم پزشکی و سلامت پرستاری و مشاغل بهداشتی پرستاری
پیش نمایش صفحه اول مقاله
Who is that masked educator? Deconstructing the teaching and learning processes of an innovative humanistic simulation technique
چکیده انگلیسی

SummarySimulation learning in nursing has long made use of mannequins, standardized actors and role play to allow students opportunity to practice technical body-care skills and interventions. Even though numerous strategies have been developed to mimic or amplify clinical situations, a common problem that is difficult to overcome in even the most well-executed simulation experiences, is that students may realize the setting is artificial and fail to fully engage, remember or apply the learning. Another problem is that students may learn technical competence but remain uncertain about communicating with the person. Since communication capabilities are imperative in human service work, simulation learning that only achieves technical competence in students is not fully effective for the needs of nursing education. Furthermore, while simulation learning is a burgeoning space for innovative practices, it has been criticized for the absence of a basis in theory.It is within this context that an innovative simulation learning experience named “Mask-Ed™ (KRS simulation)”, has been deconstructed and the active learning components examined. Establishing a theoretical basis for creative teaching and learning practices provides an understanding of how, why and when simulation learning has been effective and it may help to distinguish aspects of the experience that could be improved. Three conceptual theoretical fields help explain the power of this simulation technique: Vygotskian sociocultural learning theory, applied theatre and embodiment.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Nurse Education Today - Volume 33, Issue 12, December 2013, Pages 1453–1458
نویسندگان
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