The exploration of students’ learning gain following immersive simulation – the impact of feedback

IF 2.5 Q1 Social Sciences
Dawn Morley, S. Bettles, C. Derham
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引用次数: 12

Abstract

ABSTRACT With an increasing emphasis on the importance of real-world learning in higher education, coupled with demand for placement experience, simulation has become an increasingly popular pedagogy. However, literature is scant on how students feedforward their learning from the simulation debrief into placement. A mixed-method study of 108 student nurses explored how feedback from the debriefing contributed to students’ learning from immersive simulation and whether students used this learning in the placement that followed. In this case, authenticity, realism and interaction were achieved through the use of actors, high fidelity mannequins, clinicians, medical equipment and replicated clinical environments. Results indicated barriers to feedforward at the two stages of the simulation feedback process and the transition of learning into practice. Recommendations identify measures to strengthen the formative feedback phases between the university and practice settings and further enhance the potential of simulation pedagogy.
沉浸式模拟对学生学习收获的探索——反馈的影响
摘要随着人们越来越重视现实世界学习在高等教育中的重要性,再加上对实习体验的需求,模拟已经成为一种越来越流行的教育学。然而,关于学生如何将模拟汇报中的学习前馈到安置中的文献很少。一项针对108名实习护士的混合方法研究探讨了汇报的反馈如何有助于学生从沉浸式模拟中学习,以及学生是否在接下来的实习中使用了这种学习。在这种情况下,真实性、真实性和互动性是通过使用演员、高保真人体模型、临床医生、医疗设备和复制的临床环境来实现的。结果表明,在模拟反馈过程和学习向实践过渡的两个阶段存在前馈障碍。建议确定了加强大学和实践环境之间形成反馈阶段的措施,并进一步提高模拟教学法的潜力。
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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