Using Simulation to Teach Critical Thinking Skills

Rauen, Carol

doi:10.1016/s0899-5885(18)30070-4

Cited by 94 publications

(45 citation statements)

References 21 publications

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“…There is no doubt that simulation-mediated training represents a good teaching method for nursing education (Issenberg et al, 2011;Tosterud et al, 2013). It can create a safe environment in which students may develop and improve skills (Maran and Glavin, 2003) and practice critical thinking and decision-making (Rauen, 2001;Ravert, 2004). Moreover, students trained using high-fidelity simulation display reduced anxiety during their first clinical experience (Szpak and Kameg, 2011), and this training promotes their level of self-confidence and clinical competence (Brannan et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

The effects of mobile applications in cardiopulmonary assessment education

Yoo

Lee

2015

Nurse Education Today

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Section: Discussionmentioning

confidence: 99%

The effects of mobile applications in cardiopulmonary assessment education

Yoo

Lee

2015

Nurse Education Today

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“…Simulation would offer permission to fail (Good, 2003), a notion which would be unthinkable in practice. Simulation would offer a way of bringing together theory and practice, enabling integration (Morgan, 2006) and the application of knowledge to patient care (Rauen, 2001). …”

Section:  Learning Through Simulation: Positive Experiences and Concmentioning

confidence: 99%

Simulation: An effective pedagogical approach for nursing?

Berragan

2011

Nurse Education Today

175

142

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“…The use of simulation in vocational/professional programmes aims to redress this issue. In healthcare, simulation can be defined as an event or situation that is made to resemble clinical practice as closely as possible in order to teach theory, patient assessment, technology, pharmacology and clinical skills (Rauen 2001). Simulation has been used for teaching complex skills for many years, for example, learning to fly airplanes or helicopters.…”

Section: Simulation In Healthcare Educationmentioning

confidence: 99%

“…Over the past decade, simulation has been used increasingly as a way of teaching and assessing in healthcare education, for example, in critical care and high dependency nursing programmes (Eaves and Flagg 2001;Morton 1997;Rauen 2001;Weis and Guytin-Simmons 1998;Vandry and Whitman 2001), in teaching clinical judgement skills (Rhodes and Curran 2005), health assessment skills (Wilson et al 2005) neonatal nursing skills (Mello 2004), and peri-operative care skills (Graling and Rusynko 2004). In medical education, too, simulation has been employed effectively for more than 20 years (Gaba and De Anda 1988;Good et al 1992;Gordon 2000).…”

Section: Simulation In Healthcare Educationmentioning

confidence: 99%

Using simulation in a vocational programme: does the method support the theory?

Rush

Acton

Tolley

et al. 2010

Journal of Vocational Education & Training

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Use of simulation is well established as a way of learning and assessing skills in vocational disciplines. In many institutions the use of simulation with student nurses is being tested as a way of helping them learn clinical skills, problemsolving, clinical assessment and decision-making. This paper explores the value of simulation as a learning tool through the presentation of findings from an evaluative research project into the use of simulation in nursing education. The focus of this paper is how students perceive that simulations help them learn and suggests that simulation may play a part in how students perceive learning that is meaningful to them. A literature review on the use of simulation is presented together with literature related to the learning theory that underpins simulation. The methodology, data collection and findings of the evaluative study are then presented followed by a discussion of the findings. Although the original research did not set out to examine how students perceived that simulations influenced their learning, the analysis indicated that this was a significant issue for them. Conclusions are drawn about how learning theory and simulation can be brought together to enhance student learning.Keywords: VET and development; learning in the professions; learning theory; pedagogy; vocational education and training IntroductionToday's complex health care environment demands that nurses are able to make accurate assessments, to solve problems and to make sound clinical decisions. Simulations provide realistic learning opportunities to enable students to practise their assessment, problem-solving and clinical decision-making skills in a relatively safe environment. Kingston University/St George's University of London (KU/SGUL) define simulation as the creation of a safe and supportive practice setting using role players, which reflects or mimics real practice environments. Role players can offer a greater sense of reality in many clinical situations than manikins, which often have limited realistic human interaction. However, in order for learning through simulations to be maximised, it needs to be carefully planned so that its use is based on understanding of learning appropriate for a professional/vocational programme.Two literature reviews are presented; one related to the use of simulation in teaching and the second related to the learning theory underpinning simulation. This

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Using Simulation to Teach Critical Thinking Skills

Cited by 94 publications

References 21 publications

The effects of mobile applications in cardiopulmonary assessment education

The effects of mobile applications in cardiopulmonary assessment education

Simulation: An effective pedagogical approach for nursing?

Using simulation in a vocational programme: does the method support the theory?

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