Exploring Suspension of Disbelief During Simulation-Based Learning

Muckler, Virginia C.

doi:10.1016/j.ecns.2016.09.004

Cited by 84 publications

(48 citation statements)

References 39 publications

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“…Suspension of reality is critical to the learners' ability to immerse themselves within the simulation despite the fact that the SPs were actors. As was the case with previous research, 24 the inability to suspend disbelief within standardized patients has unfavorable results. To limit this experience, the fidelity, emotional buy-in, fiction contract, psychological safety, and assessment of meaning should be explored.…”

Section: Limitations Of Novice Sp Experiencementioning

confidence: 63%

“…To limit this experience, the fidelity, emotional buy-in, fiction contract, psychological safety, and assessment of meaning should be explored. 24 While disbelief reflects the ability of the learner to see the patient as real, the suspension of reality in this study refers to the learners' inability to remove themselves from the educational assessment and learning experience. The process of being watched through video-recording software in a control room has benefits and pitfalls.…”

Section: Limitations Of Novice Sp Experiencementioning

confidence: 98%

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Translation of Standardized Patient Encounter Performance and Reflection to Clinical Practice

Sims-Koenig

Walker

Winkelmann

et al. 2019

Athletic Training Education Journal

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Context: Standardized patient (SP) encounters have been incorporated into many healthcare education programs, including professional athletic training programs, yet there is little exploration about the use of SP encounters in postprofessional programs and continuing education opportunities.Objective: To explore athletic trainers' translation of skills and reflections in clinical practice after an SP encounter and debriefing session.Design: Qualitative action research.Setting: One-on-one interview.Patients or Other Participants: Fifteen learners from the same postprofessional athletic training degree program (males ¼ 3, females ¼ 12; age ¼ 25 6 5 years; certified experience ¼ 3 6 3 years) without previous SP experience participated in this study. All learners had to be employed full or part-time in a clinical setting.Main Outcome Measure(s): Sixty days after an SP encounter related to patient-centered care during an orthopedic evaluation and subsequent debriefing session, participants completed an online, audio-only interview after a 10-question, semistructured interview protocol. A 3-person primary coding team identified domains and categories using the consensual qualitative research tradition.Results: Three main domains emerged from the study: (1) limitations of a novice SP experience, (2) practice transformation, and (3) promoting self-reflection. Participants reported that the initial SP encounter in their postprofessional education was a new experience through which they were able to implement new skills learned in their previous courses. Translation of newly learned ideas or ways of thinking to clinical practice varied among clinicians and their job settings. Collaborative thinking and self-reflection were key components. Participants were able to identify with their classmates' struggles and triumphs and to take away new learning experiences.Conclusions: SP encounters are a useful instructional and assessment technique for athletic trainers in a postprofessional athletic training degree program to promote self-reflection and to translate newly learned skills to their clinical practice, while nerves and anxiety influenced the learners' ability to suspend reality.Learners were able to translate outcomes into clinical practice, specifically related to patient-centered care, after a standardized patient (SP) encounter and debriefing session. Learners engaged in SP encounters for the first time may face challenges with suspending reality and seeing how to translate specific skills into practice if the patient is not closely aligned with their daily practice environment. SP encounters and debriefing sessions are effective at facilitating self-reflective practices, including engaging in daily debriefing with colleagues and coworkers and a willingness to be more vulnerable because of the experience.

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Section: Limitations Of Novice Sp Experiencementioning

confidence: 63%

Section: Limitations Of Novice Sp Experiencementioning

confidence: 98%

Translation of Standardized Patient Encounter Performance and Reflection to Clinical Practice

Sims-Koenig

Walker

Winkelmann

et al. 2019

Athletic Training Education Journal

View full text Add to dashboard Cite

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“…Students found thinking on their feet and working with a 'real' patient during simulated case studies were the most valuable aspects (Mills et al, 2014). For a student to become "caught up in" a simulation and suspend disbelief, there needs to be fidelity, a fiction contract, psychological safety, emotional buy-in and assigned meaning; these will be influenced by attitudes, previous learning experiences, feeling of presence, personality differences and imagination (Muckler, 2017).…”

Section: Engaging Students Through Use Of Simulationmentioning

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

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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.

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“…Esses pactos também estimulariam a manutenção de um ambiente psicologicamente seguro, fundamentado pelo respeito mútuo. Os aprendizes devem ter clara consciência de que a ocorrência de erros faz parte do processo de ensino-aprendizagem, não gerando qualquer repercussão negativa futura [17].…”

Section: Como Estimular a Adesão Do Participante Ao Cenário?unclassified

Construindo cenários de simulação: pérolas e armadilhas

Neves¹,

Pazin‐Filho²

2018

Sci Med

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Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada. RESUMOOBJETIVOS: Por meio de uma revisão da literatura, este artigo visa organizar diretrizes concisas de elaboração de cenários para utilização em treinamentos simulados, discutindo aspectos práticos da aplicação dessa metodologia na área da saúde. MÉTODOS: As buscas foram feitas nas bases de dados PubMed, Web of Science e LILACS, incluindo artigos nos idiomas inglês, espanhol e português, publicados entre agosto de 1997 e julho de 2017. Os descritores incluíram os termos scenario-based training, scenario-based simulation, scenario preparation, script development, simulation scenario e case-based teaching, e equivalentes em português e espanhol.Os descritores foram baseados nos termos utilizados em artigos, pois ainda não foram indexados descritores específicos nas bases de dados ou nos Descritores em Ciências da Saúde. A pesquisa foi limitada aos artigos de revisão, diretrizes práticas, comentários, editoriais e cartas ao editor. Somente foram incluídos artigos que tratassem da metodologia de construção de cenários de simulação. RESULTADOS: Foram acessados 1.128 artigos e eleitos os 20 que preencheram os critérios de inclusão. A maioria dos estudos tratava de situações clínicas específicas, não discutindo a metodologia de construção dos cenários. A análise dos 20 estudos possibilitou a elaboração de diretrizes para construção de cenários, as quais foram didaticamente divididas em três seções: construindo um cenário em oito passos, pérolas na construção de cenários de simulação e armadilhas no desenvolvimento de cenários. CONCLUSÕES: A construção de cenários de simulação deve ser planejada e estruturada de acordo com os objetivos de aprendizagem propostos, os quais devem ser claros e sinérgicos com o restante do conteúdo curricular. Além disso, é fundamental a adequação do grau de fidelidade do cenário aos objetivos de aprendizagem, visto que cenários excessivamente produzidos são caros e podem produzir fascinação excessiva, dispersando a atenção do estudante. Por outro lado, cenários de baixa fidelidade podem dificultar a imersão dos participantes na atividade. Como em todo projeto, devem-se investir recursos em planejamento de modo a facilitar a sua execução e, consequentemente, aumentar a sua efetividade.DESCRITORES: simulação; educação baseada em competências; simulação de paciente. ABSTRACTAIMS: By means of a literature review, this article aims to organize concise guidelines for the construction of scenarios for simulated training, discussing practical aspects of the application of this methodology in the health area. . The descriptors used were "scenario-based training", "scenario-based simulation", "scenario preparation", "script development", "simulation scenario", and "case-based teaching", and their equivalents in Portuguese and Spanish. The search was delimited for review ar...

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Exploring Suspension of Disbelief During Simulation-Based Learning

Cited by 84 publications

References 39 publications

Translation of Standardized Patient Encounter Performance and Reflection to Clinical Practice

Translation of Standardized Patient Encounter Performance and Reflection to Clinical Practice

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

Construindo cenários de simulação: pérolas e armadilhas

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