Competence Acquisition Using Simulated Learning Experiences: A Concept Analysis

2015 ◽  
Vol 36 (2) ◽  
pp. 102-107 ◽  
Author(s):  
Jamie Hansen ◽  
Marilyn Bratt
Keyword(s):  
Learning Experiences ◽  
Concept Analysis ◽  
Simulated Learning ◽  
Competence Acquisition

Incorporating Patient Safety Standards into Simulated Learning Experiences

2010 ◽  
Vol 6 (3) ◽  
pp. e122
Author(s):  
Barbara J. Sittner ◽  
Margaret Ofe Fleck ◽  
Karen McGivney-Liechti
Keyword(s):  
Patient Safety ◽  
Learning Experiences ◽  
Safety Standards ◽  
Simulated Learning

scholarly journals Concept Maps: A Tool to Prepare for High Fidelity Simulation in Nursing

2017 ◽  
Vol 17 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Barbara J. Daley ◽  
Sarah Black Beman ◽  
Sarah Morgan ◽  
Linda Kennedy ◽  
Mandy Sheriff
Keyword(s):  
Nursing Students ◽  
Concept Mapping ◽  
Clinical Judgment ◽  
Concept Maps ◽  
Simulation Analysis ◽  
Learning Experiences ◽  
High Fidelity ◽  
Student Behaviors ◽  
Simulated Learning ◽  
Patients With Diabetes

In this study, the use of concept mapping as a method to prepare for high fidelity simulated learning experiences was investigated.  Fourth year baccalaureate nursing students were taught how to use concept maps as a way to prepare for high fidelity simulated nursing experiences. Students prepared concept maps for two simulated experiences including; 1. caring for patients with diabetes, and, 2. caring for patients with heart failure.  Simulated learning experiences were video recorded and debriefing sessions were audio recorded.  Following the simulation, three data analysis strategies were employed including analysis of the videos of the simulation, analysis of the audio recordings of the debriefing sessions and analysis of the concept maps.  Additionally, videos from previous semesters where students did not create concept maps prior to simulations were reviewed. When comparing student behaviors to Tanner’s Clinical Judgment Model, findings indicated that students who created concept maps prior to simulation demonstrated an increase in noticing behaviors, but that interpreting, responding and reflecting behaviors did not appear to increase.  Students also reported a need to have concept maps introduced earlier in their curriculum and that the maps facilitated their learning most in complex, hard to understand clinical cases.  This study has implications for simulation, curriculum and the role of concept mapping in the creation of student knowledge structures. 

Teaching Patient Safety in Simulated Learning Experiences

2011 ◽  
Vol 36 (3) ◽  
pp. 112-117 ◽  
Author(s):  
Sandra Jenkins ◽  
JoAnn Blake ◽  
Pamela Brandy-Webb ◽  
Willarena Ashe
Keyword(s):  
Patient Safety ◽  
Learning Experiences ◽  
Simulated Learning

Designing Simulated Learning Environments and Facilitating Authentic Learning Experiences in Medical Education

2017 ◽  
pp. 77-100
Author(s):  
Xun Ge ◽  
Qian Wang ◽  
Kun Huang ◽  
Victor Law ◽  
Dominique C. Thomas
Keyword(s):  
Medical Education ◽  
Instructional Design ◽  
Learning Environments ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Instructional Designers ◽  
Simulated Learning ◽  
Medical Educators ◽  
Critical Components ◽  
Authentic Learning Experiences

The purpose of this chapter is to provide some practical guidance and theoretical basis on designing simulated learning environments to researchers and instructional designers, medical educators, instructional design students, and others who are committed to improving learning and instruction in medical education. This chapter will benefit those who are interested in designing simulated learning environments and facilitating simulated learning experiences in instructional settings. The chapter first defines various types of simulations and their cognitive functions in support of students' authentic learning experiences. Following this, the chapter highlights critical components for designing simulated learning environments, including identifying learning objectives, developing problem scenarios, and facilitating students' learning experiences. It is hoped that this chapter will be a useful tool and resource for medical educators, researchers and instructional designers, and graduate students who are pursuing an advanced degree in instructional design and technology.

Comparing situated and simulated learning approaches to developing culturally responsive music teachers

2019 ◽  
Vol 37 (3) ◽  
pp. 440-453
Author(s):  
Carlos R. Abril ◽  
Nicole R. Robinson
Keyword(s):  
Social Action ◽  
Culturally Responsive ◽  
Music Teachers ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Music Teacher ◽  
Learning Approaches ◽  
Simulated Learning ◽  
Teacher Professional ◽  
The Impact

The purpose of this study was to examine the impact of two distinct learning approaches to preparing culturally responsive music teachers. In this article we will describe the two different learning experiences, one in a graduate-level course and another as part of a preservice music teacher professional development session, and interpret the impact of these two approaches on music teachers’ observations and thinking regarding others, themselves, sociocultural issues, and teaching practice. Preservice and experienced music teachers were asked to reflect on their experiences resulting from one of two learning experiences—simulated or situated. We analyzed their reflections using grounded theory techniques. Five themes emerged from this analysis: (a) observations of diversity and difference; (b) awareness of intersections; (c) awareness of macro structures of power; (d) feelings of “otherness” and empathy; and (e) social agency and application. Despite the differing learning approaches applied, both experiences moved teachers beyond singular and simplistic notions of culture and diversity, towards understandings of intersections, structure, and power, as well social action and agency.

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