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The role of simulation in pedagogies of higher education for the health professions: through a practice-based lens

Rooney, Donna, Hopwood, Nick, Boud, David and Kelly, Michelle 2015, The role of simulation in pedagogies of higher education for the health professions: through a practice-based lens, Vocations and learning, vol. 8, no. 3, pp. 269-285, doi: 10.1007/s12186-015-9138-z.

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Title The role of simulation in pedagogies of higher education for the health professions: through a practice-based lens
Author(s) Rooney, Donna
Hopwood, Nick
Boud, DavidORCID iD for Boud, David orcid.org/0000-0002-6883-2722
Kelly, Michelle
Journal name Vocations and learning
Volume number 8
Issue number 3
Start page 269
End page 285
Total pages 17
Publisher Springer
Place of publication Amsterdam, The Netherlands
Publication date 2015-08-16
ISSN 1874-785X
1874-7868
Keyword(s) simulation
professional practice
higher education
practice theory
agile practitioners
agile learners
Summary The preparation of future professionals for practice is a key focus of higher education institutions. Among a range of approaches is the use of simulation pedagogies. While simulation is often justified as a direct bridge between higher education and professional practice, this paper questions this easy assumption. It develops a conceptually driven argument to cast new light on simulation and its unarticulated potential in professional formation. The argument unfolds in, and is illustrated via, three accounts of a simulation event in an Australian undergraduate nursing program. This begins with a familiar approach, moves to one that problematizes this through a focus on disruption, culminating in a third that draws on socio-material theorisations. Here, simulation is conceived as emergent, challenging stable notions of fidelity, common in simulation literature. New possibilities of simulation in the production of agile practitioners and learners in practice are surfaced. This paper extends and enriches thinking by providing distinctive new ways of understanding simulation and the relationship it affords between education and professional practice, and by illuminating the untapped potential of simulation for producing agile practitioners.
Language eng
DOI 10.1007/s12186-015-9138-z
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2015, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30085311

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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Scopus Citation Count Cited 9 times in Scopus
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