Routinization, Ritualization and Role-Play: Comparing Nursing, Nautical and Bioengineering Students' Perceptions of Simulation-Based Training

Abstract

The aim of this explorative comparative study is to explore how bachelor students are socialized into the instructional method of role-playing in simulation-based professional education programmes. Despite the widespread use of role-play in professional education programmes, there are a limited number of studies on the topic, even though the complexities of role-playing in simulation-based training pose several educational challenges. The empirical material is based on eight focus group interviews with third-year students (n = 31) from nursing education programmes, nautical studies and biomedical laboratory science. The analysis applies sociological theories of cultural models for professional learning, emphasizing the idea that culture creates a shared frame of reference about expected behaviour for a given group. This study finds how bachelor students are socialized into different cultural models of simulation-based education, highlighting the significance of routinization and ritualization in building a culture whereby students feel comfortable when participating in role-playing activities. Our work demonstrates a need for more knowledge about how to develop the students' role-playing abilities together with their professional skills in simulation-based training.