Expansive learning in the university setting: The case for simulated clinical experience

Learning nursing through simulation: A case study approach towards an expansive model of learning

“…Critics of simulation emphasize the potential for simulation learning to be 'intimidating' and even 'fearsome' for some learners (Lasater, 2007;Lundberg, 2008), thus inhibiting their ability to learn in this environment. Questions have been raised about the transferability of simulation learning to practice (Haigh, 2007;Murray et al, 2008;Gordon et al, 2013). Prion (2008) highlights the difficulty in obtaining evidence of learning having taken place during simulation, given that such evidence would require the demonstration or observation of change in a learner's behaviour.…”

Expert midwives experiences of security in their professional practice: Im the captain of a jet

“…According to Alharbi et al (2012), the most important task is setting goals and how they would be achieved in order to maintain the sense of solidarity in the team. The team members learn to collaborate in groups as well as to communicate through problem-based learning (Haigh, 2007). Effective communication and team work are the foundation of high quality care that is safe and secure (Leonard et al, 2004;Olsson and Adolfsson, 2012).…”

Apprentice–trainer relationship and work group integration in the first months of an apprenticeship

“…It is a process of teaching and instructing the apprentice to help her or him get accustomed to the workplace (Lamamra and Duc 2015). Socialization and learning are based on informal and incidental task-related micro-level activities (de Saint-Georges and Filliettaz 2008) and on social activities (Haigh 2007). They are situated in a real-life context and based on reciprocal social processes (Billett 2000), which aim at eventually developing a shared conception of the work (Akkerman et al 2007), and finally an occupational identity (Stalder and Nägele 2015;Klotz et al 2014).…”