The preparation of future professionals for practice is a key focus of higher education institutions. Among a range of approaches is the use of simulation pedagogies. While simulation is often justified as a direct bridge between higher education and professional practice, this paper questions this easy assumption. It develops a conceptually driven argument to cast new light on simulation and its unarticulated potential in professional formation. The argument unfolds in, and is illustrated via, three accounts of a simulation event in an Australian undergraduate nursing program. This begins with a familiar approach, moves to one that problematizes this through a focus on disruption, culminating in a third that draws on socio-material theorisations. Here, simulation is conceived as emergent, challenging stable notions of fidelity, common in simulation literature. New possibilities of simulation in the production of agile practitioners and learners in practice are surfaced. This paper extends and enriches thinking by providing distinctive new ways of understanding simulation and the relationship it affords between education and professional practice, and by illuminating the untapped potential of simulation for producing agile practitioners.
Much has been written about how space and time are integral to understanding social relations, in particular about associations between space and understanding learning in workplaces. Drawing from a research study exploring everyday learning at work, this paper looks beyond what is generally understood as work situations by turning to those spaces and times where 'social' and 'work' overlap, such as breaks in tearooms. These spaces are not so work orientated that they can be described as 'workspaces', nor they are entirely social. The nexus between work and the social, of being a worker and a social being, of engaging in legitimate work and socialising are put forward as rich expanses for everyday learning.The paper draws on interviews and observational data from four work sites within one organization. It undertakes an exploration of the intersection of space, time and informal learning with regard to the social/work spaces located at work. It argues that a key location for everyday learning at work is at the points of intersection between work and social spaces and that it is necessary to abandon simplistic dichotomies between work, social and learning space.The social and physical environment of the workplace has a profound influence on work itself, the relationships between workers and their work and the personal lives of workers. How we learn to do our job and how we deal with the challenges we face in doing so are framed within this context. Part of this context is the social and physical spaces we occupy, the times we spend in them and the ways in which they shape our experience. This paper is concerned with the ways in which ideas of space are helpful in thinking about workplace learning. Indeed the term workplace learning itself draws our attention to its place or space. In other words workplace learning has particular kinds of meanings and practices because of its location and because that location is not an
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