Reflective Practice and Its Role in Simulation

Husebø, Sissel Iren Eikeland; O’Regan, Stephanie; Nestel, Debra

doi:10.1016/j.ecns.2015.04.005

Cited by 116 publications

(59 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The post-positivist perspective is represented by cognitive load theory, drawing from cognitive psychology (Reedy, 2015). The interpretivist perspective, most common in educational theories, is represented by theories from the performing arts (Smith, Gephardt, & Nestel, 2015) and education (Husebo, O'Regan, & Nestel, 2015;Kelly & Hager, 2015). The critical theorist perspective is aligned most strongly with CulturaleHistorical Activity Theory (CHAT), a sociomaterial perspective (Eppich & Cheng, 2015).…”

Section: Part 3: Orientation To the Articlesmentioning

confidence: 99%

Theory and Simulation-Based Education: Definitions, Worldviews and Applications

Nestel¹,

Bearman²

2015

Clinical Simulation in Nursing

Self Cite

View full text Add to dashboard Cite

Section: Part 3: Orientation To the Articlesmentioning

confidence: 99%

Theory and Simulation-Based Education: Definitions, Worldviews and Applications

Nestel¹,

Bearman²

2015

Clinical Simulation in Nursing

Self Cite

View full text Add to dashboard Cite

“…We carried out the debriefing phase based on our long existing "good practice" in simulation-based education. Multiple theoretical debriefing methods exist [7], and when we retrospectively reflected on our debriefing methodology, we learned that our practice was aligned with Arora et al's objective structured assessment of debriefing [15].…”

Section: The Simulation Experiencementioning

confidence: 99%

“…The debriefing session after simulated role-playing is an important phase of student learning [7]. According to one student, "The evaluation session after the simulation was where I got good input on my improvement".…”

Section: Students' Simulation Experiencesmentioning

confidence: 99%

See 1 more Smart Citation

Implementing simulation in a nursing education programme: a case report from Tanzania

2017

View full text Add to dashboard Cite

This paper presents a description of, and some reflections around, the experience of implementing simulation-based education within a nursing education programme in a low-income context. The students in the nursing education programme found the simulation sessions to be useful, motivating and a realistic learning method. Our experience may provide useful insight for other nursing education programmes in low-income contexts. It looks like a deeper knowledge about the feasibility of simulation-based education from both the teacher and student perspective is necessary.

show abstract

“…In addition, the data material features field notes collected via non-participant observation of all eight simulation sessions undertaken with both groups during both training days, with a particular focus on the reflective debriefing activities. [37] Each simulation session lasted around 45 minutes, so in total the observations lasted six hours.…”

Section: Participants and Data Collectionmentioning

confidence: 99%

Evaluating a simulation-based telecare training program for home healthcare professionals: A trainee perspective

Guise

Wiig

2016

JNEP

View full text Add to dashboard Cite

Background: The provision and use of telecare services implies new ways of working for home healthcare staff. To gain the knowledge, skills and attitudes necessary for sound telecare practice, staff are in need of thorough training opportunities. Simulation has been suggested as a useful approach to prepare healthcare professionals for providing telecare services. The aim of this study was to test and evaluate a simulation-based telecare training program for qualified healthcare professionals and explore whether it met intended training objectives from the perspective of the trainees. Methods: A total of 14 healthcare professionals working in home healthcare services participated in up to two training sessions, each across two separate days. Data were collected by way of four tape-recorded focus group interviews and field notes from non-participant observations of eight simulation sessions, and were analysed by way of systematic text condensation. Results: The analysis resulted in seven categories addressing trainees' experiences of partaking in simulated virtual visits; their perceptions of simulation-based telecare training; and their views on the main learning outcomes from the simulation-based training program in question. Conclusions: Simulation-based training provides trainees with realistic insight into the knowledge and skills required for new ways of working through telecare and can thus be a useful way of preparing healthcare professionals for the delivery of telecare services such as virtual home healthcare visits.

show abstract

Reflective Practice and Its Role in Simulation

Cited by 116 publications

References 30 publications

Theory and Simulation-Based Education: Definitions, Worldviews and Applications

Theory and Simulation-Based Education: Definitions, Worldviews and Applications

Implementing simulation in a nursing education programme: a case report from Tanzania

Evaluating a simulation-based telecare training program for home healthcare professionals: A trainee perspective

Contact Info

Product

Resources

About