Promoting Clinical Competence: Using Scaffolded Instruction for Practice-Based Learning

Tilley, Donna Scott; Allen, Patricia; Collins, C A; Bridges, Ruth Ann; Francis, Patricia L.; Green, Alexia

doi:10.1016/j.profnurs.2007.01.013

Cited by 37 publications

(11 citation statements)

References 3 publications

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“…Faculty from all professions involved will need to become more collaborative and learn how to embed interprofessional experiences into the curriculum, to maximize collaboration and knowledge acquisition in a simulated environment (Tilley et al 2007). Train the trainers courses for interprofessional simulation educators also help ensure that faculty are less likely to miss ‘teachable moments’ during the debrief relating to complex interprofessional issues (van Soeren et al 2011).…”

Section: Tip 11mentioning

confidence: 99%

Twelve tips for a successful interprofessional team-based high-fidelity simulation education session

et al. 2014

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Simulation-based education allows experiential learning without risk to patients. Interprofessional education aims to provide opportunities to different professions for learning how to work effectively together. Interprofessional simulation-based education presents many challenges, including the logistics of setting up the session and providing effective feedback to participants with different backgrounds and mental models. This paper aims to provide educators with a series of practical and pedagogical tips for designing, implementing, assessing, and evaluating a successful interprofessional team-based simulation session. The paper is organized in the sequence that an educator might use in developing an interprofessional simulation-based education session. Collectively, this paper provides guidance from determining interprofessional learning objectives and curricular design to program evaluation. With a better understanding of the concepts and pedagogical methods underlying interprofessional education and simulation, educators will be able to create conditions for a unique educational experience where individuals learn with and from other specialties and professions in a controlled, safe environment.

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Section: Tip 11mentioning

confidence: 99%

Twelve tips for a successful interprofessional team-based high-fidelity simulation education session

et al. 2014

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“…The concept of scaffolding, though, has been sufficiently fuzzy that its meanings have varied sometimes to include simply support for the learner (Van de Pol, Volman, & Beishuizen, 2010; see also James et al, 2008;Tilley et al, 2007). But despite some variability in how the concept is understood, Van de Pol and colleagues (2010) observed that there are two essential scaffolding strategies the teacher (supervisor) can employ: (1) gradually transferring responsibility to the supervisee and (2) gradually removing support.…”

Section: Scaffoldingmentioning

confidence: 99%

Supervision As Pedagogy: Attending to Its Essential Instructional and Learning Processes

Goodyear

2014

The Clinical Supervisor

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The various supervision models each emphasize particular interventions. But to conceptualize supervision as a teaching-learning process permits a common framework and attention to supervision's basic change mechanisms. This article discusses the four learning strategies of modeling, feedback, direct instruction, and self-directed learning through reflective practice, arguing that their effects are mediated by the quality of the supervisory relationship. As well, it makes the case that feedback grounds a developmental continuum that extends from direct instruction when supervisees are learning new skills to reflective practice, which becomes increasingly prominent as the supervisee gains experience.

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“…Demonstration of knowledge gained by increased scores post didactic training, participant self-efficacy ratings and the safety rounding experience is an example of a scaffolded safety curriculum. The three steps of scaffolding are: (1) mentoring to the learner through imitation, which translates to the safety curriculum (didactic, simulation, safety rounding), (2) collaboration of the common goal of safety and (3) scaffolding, which integrates the knowledge and experiences of the learner as interactions between the mentor and learner (Tilley et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

Patient safety culture transformation in a children’s hospital: an interprofessional approach

Nagelkerk

Peterson

Pawl

et al. 2014

Journal of Interprofessional Care

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In 2008, a children's hospital based in the Midwest of the USA launched a hospital-wide safety transformation initiative to improve the safety and quality of care resulting in a decrease in the number of critical safety incidents. In order to build on the early successes of the Hospital's safety program and further improve safety metrics, investigators developed a set of multi-pronged, interprofessional interventions designed to improve overall safety outcomes. The interprofessional interventions focused on didactic training, simulation exercises and safety rounding components. Study results indicate that the didactic portion of the study intervention was the most effective component in terms of safety behavior knowledge gained and satisfaction. The student groups had statistically significant higher post-didactic (86.2 versus 77.7, p < 0.001) and post-simulation (85 versus 81.8, p < 0.05) knowledge scores than did the staff groups. After gaining knowledge in basic safety training didactic instruction, students and staff maintained the knowledge gain throughout the study, but no significant knowledge gains were observed after simulation experiences and rounding with safety coaches. An overall increase in hospital metrics (all safety events) of the study year, compared retrospectively to the previous year, was observed. Investigators attribute the increase in the metric indicators to greater attention to reporting safety events.

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Promoting Clinical Competence: Using Scaffolded Instruction for Practice-Based Learning

Cited by 37 publications

References 3 publications

Twelve tips for a successful interprofessional team-based high-fidelity simulation education session

Twelve tips for a successful interprofessional team-based high-fidelity simulation education session

Supervision As Pedagogy: Attending to Its Essential Instructional and Learning Processes

Patient safety culture transformation in a children’s hospital: an interprofessional approach

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