Simulation Anxiety Syndrome: Presentation and Treatment

Blazeck, Alice

doi:10.1016/j.ecns.2010.05.002

Cited by 17 publications

(8 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This was true of prebriefing. Prebriefing has also been called: prescenario (Waxman, 2010); presimulation (Davis Bye, 2011); preparation (Brewer, 2011); briefing (Miller et al, 2008); prescenario huddle (Blazeck, 2011); presimulation briefing (Ruldolph et al, 2014); and reflection-before-…”

Section: Identification Of Prebriefingmentioning

confidence: 98%

Prebriefing in Nursing Simulation: A Concept Analysis Using Rodger's Methodology

Chamberlain

2015

Clinical Simulation in Nursing

View full text Add to dashboard Cite

Section: Identification Of Prebriefingmentioning

confidence: 98%

Prebriefing in Nursing Simulation: A Concept Analysis Using Rodger's Methodology

Chamberlain

2015

Clinical Simulation in Nursing

View full text Add to dashboard Cite

“…LeBlanc and colleagues showed that performance, on a task that required the calculation of drug dosages, was reduced in paramedics who had just experienced a highly stressful simulation, compared with paramedics who completed the task in a quiet classroom 25 . Others have noted that preparing for a simulated scenario may induce heightened levels of anxiety or stress that can also impair both performance and learning 39 . In some studies, stress impaired working memory, or the ability to retain important information when working on a task 40 .…”

Section: Factors That Contribute To the Myth Of Surprise‐induced Learmentioning

confidence: 99%

Aha! Taking on the myth that simulation‐derived surprise enhances learning

Monteiro

Sibbald

2020

Medical Education

View full text Add to dashboard Cite

Objectives: This paper aims to discuss the recurring education-related issue of the highfidelity simulation myth. In the current instantiation, educators erroneously believe that trainees benefit from authentic uncertainty and surprise in simulation-based training. Methods:We explore the origins of this myth within the experiential learning and social constructivism theories and propose an evidence-based solution of transparent and guided instruction in simulation. Results:Constructivist theories highlight meaning making as the benefit of inquiry and discovery learning strategies. Inappropriate translation of this epistemology into an element of curriculum design creates unfortunate unintended consequences. Conclusions:We propose that the translation of constructivist theories of learning within simulation-based education has resulted in a pervasive myth, which decrees that scenarios must introduce realistic tension or surprises to encourage exploration and insightful problem solving. We argue that this myth is masquerading as experiential learning. In this narrative review, we interpret our experiences and observations of simulation-based education through our expertise in education science and curriculum design. We offer anecdotal evidence along with a review of selected literature to establish the presence of this previously undetected myth.How to cite this article: Monteiro S, Sibbald M. Aha! Taking on the myth that simulation-derived surprise enhances learning.

show abstract

“…Both staff and students recognised some initial anxiety about the simulated activity, which is noted within literature as being a common response to the introduction of simulated learning (Blazeck 2011). Despite this, staff and student reflections suggested that there were key elements that transformed the experience beyond a role play to a fully immersive simulated learning experience, which resulted in overwhelmingly positive feedback.…”

Section: Critical Reflection On Practicementioning

confidence: 99%

Enhancing Occupational Therapy Education through Simulation

Bradley

Whittington

Mottram

2013

British Journal of Occupational Therapy

View full text Add to dashboard Cite

The use of, and profile surrounding, simulation as a teaching and learning method across pre-registration and post-qualifying health programmes is increasing, although an examination of the literature suggests that this is occurring most notably within medicine and nursing. This practice analysis explores the emergent literature before presenting how simulation was introduced into a pre-registration undergraduate occupational therapy programme. Reflections on this experience are used to discuss key benefits and challenges when considering the use of this teaching and learning methodology and to identify opportunities for further development in line with the increasing profile and associated expectations of simulated learning.

show abstract

Simulation Anxiety Syndrome: Presentation and Treatment

Cited by 17 publications

References 4 publications

Prebriefing in Nursing Simulation: A Concept Analysis Using Rodger's Methodology

Prebriefing in Nursing Simulation: A Concept Analysis Using Rodger's Methodology

Aha! Taking on the myth that simulation‐derived surprise enhances learning

Enhancing Occupational Therapy Education through Simulation

Contact Info

Product

Resources

About