Holding the Baby: Using the Leiden Infant Simulator Sensitivity Assessment to Examine Attachment Theory’s Sensitivity Hypothesis

Abstract

Some students taking infant development classes have limited, direct experience of interacting with infants. This paper reports on a pilot of an innovative, research-informed workshop that provides hands-on experience through the use of infant simulators. The workshop adapted the Leiden Infant Sensitivity Simulator Assessment, which uses the RealCare Baby ß infant simulator, to examine attachment theory's sensitivity hypothesis. Students' ratings indicated that an infant simulator activity was helpful in understanding the research and encouraged critical thinking about the research, hypothesis, and attachment theory in general. Moreover, the infant simulator activity was as helpful as a multiplechoice question activity for promoting understanding of the research. The workshop encouraged higher level thinking about the research, hypothesis, and theory in general, and there was no difference in the extent to which the infant simulator activity and a plan-a-study activity encouraged critical thinking. The findings of this pilot suggest that infant simulators can be successfully embedded into and serve as an effective tool for teaching about theoretical concepts surrounding infant-caregiver interaction.

Facilitating teaching and learning of teratogens: Using alcohol and drug neonate simulators in further and higher education

“…Both cohorts saw that the simulators not only complemented traditional teaching and learning methods but extended their knowledge and understanding around the long-term impact, as they commented that they would be able to remember these effects in the future. Several of Julal's (2018) students similarly commented that the interactive workshop helped them clarify their understanding of the concepts being taught and the experience made the information more memorable than just reading about the effects. In addition, both Julal (2018) and Symons and Smith (2014) similarly found that the use of simulators (whether neonate simulators or a VRT programme respectively) improved psychological engagement and critical thinking.…”

“…Several of Julal's (2018) students similarly commented that the interactive workshop helped them clarify their understanding of the concepts being taught and the experience made the information more memorable than just reading about the effects. In addition, both Julal (2018) and Symons and Smith (2014) similarly found that the use of simulators (whether neonate simulators or a VRT programme respectively) improved psychological engagement and critical thinking.…”

“…Even so the students found the interaction with the simulators beneficial, memorable and impactful. Julal's (2018) students similarly commented on how enjoyable, memorable, different and exciting the workshop sessions were. The students in the current study showed an enhanced appreciation of the need for education about risk-taking behaviours which is important given the increase in such behaviours in adolescence and young adulthood (Carrasco-Garrido et al, 2018).…”

“…Through basic quantitative data using rating scales and percentages, they report that the students psychologically engaged with their virtual babies and they enhanced both their learning and critical thinking skills. However, the data was not statistically analysed and the teaching and learning environment lacked kinaesthetic hands-on experience (Julal, 2018). Therefore, Julal (2018) used the fully interactive virtual baby simulator with 288 second year undergraduate students studying the topic of attachment.…”

Implications for school nurses using simulator dolls to manage unplanned teen pregnancy

“…Efficacy outcome studies on infant simulator-based programmes found it positively discouraged teenagers from engaging in unprotected sexual activity by creating simulated classroom experiences that emphasize the adverse consequences of such behaviour (Kralewski and Stevens-Simon, 2000). Research has shown that interaction with the virtual baby dolls provides a creative learning environment for pupils when incorporated into teaching on sexual health as part of creative pedagogy (Gibbons, 2001;Aldrich, 2003;Issenberg et al, 2005) and effectively teaches pupils about the infant-caregiver interaction (Julal, 2018).…”