Scaffolded clinical simulation in pre- and post-registration nurse education

Higginson, Ray; Williams, Meirion

doi:10.12968/bjon.2018.27.14.825

Cited by 4 publications

(3 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Clinical simulation should be scaffolded, i.e. accompanied by sufficient support when skills are first introduced so as to allow learning (Higginson & Williams, 2018).…”

Section: To What Extent Does the Curriculum Dictate The Design Or Chomentioning

confidence: 99%

Developing Criteria for the Selection of Contemporary Stimulus Material in Mental Health Nursing Education: Engaging Students and Meeting Curriculum Goals - Part 1: Critical Analysis of Simulation and Stimulus Material in Mental Health Nursing Education

Treloar

McMillan

Stone

et al. 2019

J Probl Based Learn

View full text Add to dashboard Cite

Purpose: By focussing on curricula reliant on blended (online and face-to-face) learning, to test the value of mental health stimulus material created/used by Australians in an Australian context to achieve learning outcomes through assessment tasks for students from a range of cultural backgrounds. Can we find stimulus material that facilitators can use with diverse cultures? Methods: Case studies centred on two groups of students-Australian (Part 1) and international (Part 2). Results: An analysis of simulation and stimulus material in mental health nursing education (Part 1) and the development of i) a set of principles for choosing 'authentic' stimulus material ii) a set of recommendations for choices of assessment tasks that ensure application of the principles irrespective of the culture and context in which graduates choose to work (Part 2). Conclusion: While there are many types of stimulus material available today, authentic stories from clinical practice may also have a useful role in mental health nursing curricula.

show abstract

“…Clinical simulation should be scaffolded, i.e. accompanied by sufficient support when skills are first introduced so as to allow learning (Higginson & Williams, 2018).…”

Section: To What Extent Does the Curriculum Dictate The Design Or Chomentioning

confidence: 99%

Developing Criteria for the Selection of Contemporary Stimulus Material in Mental Health Nursing Education: Engaging Students and Meeting Curriculum Goals - Part 1: Critical Analysis of Simulation and Stimulus Material in Mental Health Nursing Education

Treloar

McMillan

Stone

et al. 2019

J Probl Based Learn

View full text Add to dashboard Cite

show abstract

“… 24 Evidence demonstrates that scaffolding in the health sciences is largely applied in a random and erratic fashion to address students' learning needs at modular level and on specific platforms. 26 , 35 , 38 , 40 – 43 Most of these scaffolding practices are based on educators’ preferences and instincts. 24 Recommendations from such random scaffolding practices may lack guidance for a unified approach that could promote holistic scaffolding of student learning across programmes.…”

Section: Introductionmentioning

confidence: 99%

Standards for Scaffolding in Health Sciences Programmes: A Delphi Consensus Study

Masava

Nyoni

Botma

2023

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

Introduction Health sciences programmes operate in complex, unpredictable contexts, underscoring the need for comprehensive scaffolding of the learning processes. Yet, the scaffolding approaches remain fragmented, and lack a shared approach to how programmes could integrate scaffolding across the curricula. The literature argues that standards result in the comprehensive implementation of educational practices. There are no reported standards related to scaffolding practices in these programmes. OBJECTIVES To develop standards for scaffolding in health sciences programmes utilising a consensus approach through a modified Delphi Technique. METHODS Following the recommendations on Conducting and REporting of DElphi Studies (CREDES), an online modified Delphi technique was applied. Evidence on the application of scaffolding in health sciences programmes, obtained through an integrative review, was synthesised to draft standards. Using purposive and snowball sampling, an international panel from diverse geographical and professional backgrounds refined and validated the standards. Descriptive statistics was utilised to analyse demographic data and consensus agreements to include standards and criteria. Qualitative analysis of textual comments ensured the synthesis and inclusion of critical divergent views and additions. RESULTS A total of 22 experts from around the globe agreed to participate in the study and one did not complete Delphi surveys. Most experts ( n = 18) held a PhD; and an average of 19 years of teaching in health sciences programmes. Four standards and 27 criteria were included after achieving consensus during the two Delphi surveys rounds. The included standards focused on four areas: structuring and sequencing educational activities, resources/tools for scaffolding, structuring the programme and instructional strategies to support learning. CONCLUSION The principle-based standards developed in this study could direct and support scaffolding practices in health sciences programmes. The standards’ emphases on macro-, meso- and micro-scaffolding present numerous opportunities for designing and applying contextually sensitive scaffolding strategies at every level of curriculum implementation.

show abstract

“…Students in health sciences programmes develop competence in various contexts. Literature confirms that classrooms, simulation laboratories, community, and clinical environments are indispensable platforms for effective health sciences education [ 2 , 7 , 19 – 22 ]. These learning platforms are constantly changing in response to the dynamic and evolving healthcare systems.…”

Section: Introductionmentioning

confidence: 99%

Scaffolding in Health Sciences Education Programmes: An Integrative Review

2022

View full text Add to dashboard Cite

The complexity of health sciences programmes justifies scaffolding to support students in becoming competent health professionals. This article reports on an integrative review that aimed to describe the application of scaffolding in health sciences programmes. Twenty-nine sources, inclusive of theoretical and empirical studies, were reviewed. The sequencing of educational activities, the application of scaffolding tools or resources, frameworks for applying scaffolding, modelling, and fading represented the application of scaffolding in health sciences programmes. Awareness of the application of scaffolding in health sciences programmes could contribute to enhancing competence development among students when applied across all learning platforms.

show abstract

Scaffolded clinical simulation in pre- and post-registration nurse education

Cited by 4 publications

References 12 publications

Developing Criteria for the Selection of Contemporary Stimulus Material in Mental Health Nursing Education: Engaging Students and Meeting Curriculum Goals - Part 1: Critical Analysis of Simulation and Stimulus Material in Mental Health Nursing Education

Developing Criteria for the Selection of Contemporary Stimulus Material in Mental Health Nursing Education: Engaging Students and Meeting Curriculum Goals - Part 1: Critical Analysis of Simulation and Stimulus Material in Mental Health Nursing Education

Standards for Scaffolding in Health Sciences Programmes: A Delphi Consensus Study

Scaffolding in Health Sciences Education Programmes: An Integrative Review

Contact Info

Product

Resources

About