Simulation in Higher Education: A sociomaterial view

Abstract

This article presents a sociomaterial account of simulation in higher education

Liminal practice and reflection in professional education: police education and medical education

“…More precisely, this overlap can be defined as the precarious experience of students acting in the present (with their present knowledge as a basis) but performing and trying to embody their future professional selves without experiencing proficient performance. The concept of students acting as their 'future professional selves' is borrowed from the work of Hopwood et al (2016), who discussed this in relation to simulated scenarios that are prefigured (i.e. through scaffolding or framing) to enable students to experience the central performance of their future work selves.…”

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

“…Recently, self-regulatory learning (Brydges et al, 2015), semiotics (Bezemer, 2013), and threshold concepts (Land & Meyer, 2011) (Kneebone, 2009;Land & Meyer, 2011;Bearman & Nestel, 2015) have also been described. Several authors have argued for more practice-based approaches to simulation-based education (Bligh & Bleakley, 2006;Hopwood, Rooney, Boud, & Kelly, 2014;Fenwick & Dahlgren, 2015) such as sociomaterial approaches to learning. This shifts the focus of learning from individuals to the ways in which they interact with their environments and has particular importance for scenario-based simulations.…”

Simulation in Nursing Education—International Perspectives and Contemporary Scope of Practice

“…This scenario was offered (and refined) over a number of years, and students reported they felt engaged in the learning, were able to “walk in the shoes” of the nurse or relative, and could appreciate the time‐critical nature in recognizing and responding to a patient who was deteriorating (Kelly, ).…”

“…The opinions from experts in other disciplines both corroborated and tested assumptions about student learning in simulation. A simple yet critical first question put to the researcher group was “What is being simulated?” (Hopwood, Rooney, Boud, & Kelly, ). From this platform, other problematics arose, which elicited rich discussion and thought about what was occurring and for whom in the simulations.…”

“…A simple yet critical first question put to the researcher group was "What is being simulated?" (Hopwood, Rooney, Boud, & Kelly, 2014). From this platform, other problematics arose, which elicited rich discussion and thought about what was occurring and for whom in the simulations.…”