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Observing Interprofessional Simulation
chapter
posted on 2019-01-01, 00:00 authored by David BoudDavid Boud, S Nyström, M Abrandt Dahlgren, J Dahlberg, D Rooney, Michelle Kelly, D O’Keeffe© 2019, Springer Nature Switzerland AG. This chapter has a particular focus on the observers’ role in simulation-based learning activities. Simulation-based learning is often organised so that participants rotates between active participation in the scenario and participation as observers. The research examples provided show that the conditions for learning are related to the locations where and the ways the observers are situated, and to how the instructions to the observers are formulated. Arguments are put forward that the observers’ role in simulation has unexploited potential for developing skills of noticing.
History
Title of book
Interprofessional Simulation in Health CareVolume
26Series
Professional and Practice-based LearningChapter number
6Pagination
115 - 137Publisher
SpringerPlace of publication
Berlin, GermanyPublisher DOI
ISSN
2210-5549eISSN
2210-5557ISBN-13
978-3-030-19542-7Edition
1Language
engPublication classification
B1 Book chapterExtent
9Editor/Contributor(s)
Madeleine Dahlgren, Hans Tystedt, Li Fellander-Tsai, Sofia NystromUsage metrics
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Keywords
interprofessional simulation based health care educationinterprofessional simulation practicesageing populationpatient safetyadverse events in healthcareprofessional health care educationfuture health professionalsknowledge in clinical settingsethical problems in clinical workcollaborative interprofessional teamsmedical educatinal programsfull-scale manikin based simulatin scenariosmedical simulationsimulation practice in undergraduate programslearners attitudeseffective educational environmentsCenter for Advanced Medical Simulation and Trainingsimulation based traininginstructional challenges in preparing for simulationactor-network theoryEducation
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