Transformation During Transitions: Intentionality in Simulation-Based Education for Professional Identity Development
There is growing evidence that simulation-based education can contribute to professional identity development. This commentary discusses the potential theoretical underpinning of this process and considers the role of simulation debriefing to support significant periods of transition in professional...
Gespeichert in:
| Veröffentlicht in: | Simulation in healthcare : journal of the Society for Medical Simulation Jg. 20; H. 5; S. 340 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Journal Article |
| Sprache: | Englisch |
| Veröffentlicht: |
United States
01.10.2025
|
| Schlagworte: | |
| ISSN: | 1559-713X, 1559-713X |
| Online-Zugang: | Weitere Angaben |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| Abstract | There is growing evidence that simulation-based education can contribute to professional identity development. This commentary discusses the potential theoretical underpinning of this process and considers the role of simulation debriefing to support significant periods of transition in professional identity. Transformative learning theory has been described as a theoretical basis for professional identity development in the context of simulation-based education, but the concepts of liminality, identity work, and narrative reflection are less well explored. These additional concepts offer more nuanced ways of understanding professional identity development during transitions and provide further theoretical underpinning for supportive interventions. This commentary provides simulation-based education strategies to support professional identity development during transitions that could be used as fruitful springboards for educational interventions and further research. |
|---|---|
| AbstractList | There is growing evidence that simulation-based education can contribute to professional identity development. This commentary discusses the potential theoretical underpinning of this process and considers the role of simulation debriefing to support significant periods of transition in professional identity. Transformative learning theory has been described as a theoretical basis for professional identity development in the context of simulation-based education, but the concepts of liminality, identity work, and narrative reflection are less well explored. These additional concepts offer more nuanced ways of understanding professional identity development during transitions and provide further theoretical underpinning for supportive interventions. This commentary provides simulation-based education strategies to support professional identity development during transitions that could be used as fruitful springboards for educational interventions and further research.SUMMARY STATEMENTThere is growing evidence that simulation-based education can contribute to professional identity development. This commentary discusses the potential theoretical underpinning of this process and considers the role of simulation debriefing to support significant periods of transition in professional identity. Transformative learning theory has been described as a theoretical basis for professional identity development in the context of simulation-based education, but the concepts of liminality, identity work, and narrative reflection are less well explored. These additional concepts offer more nuanced ways of understanding professional identity development during transitions and provide further theoretical underpinning for supportive interventions. This commentary provides simulation-based education strategies to support professional identity development during transitions that could be used as fruitful springboards for educational interventions and further research. There is growing evidence that simulation-based education can contribute to professional identity development. This commentary discusses the potential theoretical underpinning of this process and considers the role of simulation debriefing to support significant periods of transition in professional identity. Transformative learning theory has been described as a theoretical basis for professional identity development in the context of simulation-based education, but the concepts of liminality, identity work, and narrative reflection are less well explored. These additional concepts offer more nuanced ways of understanding professional identity development during transitions and provide further theoretical underpinning for supportive interventions. This commentary provides simulation-based education strategies to support professional identity development during transitions that could be used as fruitful springboards for educational interventions and further research. |
| Author | Tallentire, Victoria R Somerville, Susan G Kerins, Joanne |
| Author_xml | – sequence: 1 givenname: Joanne orcidid: 0000-0001-9558-849 surname: Kerins fullname: Kerins, Joanne organization: From the NHS Greater Glasgow and Clyde (J.K.), Glasgow, UK; University of Dundee (J.K., S.G.S.), Dundee, UK; Scottish Centre for Simulation and Clinical Human Factors (J.K., V.R.T.), Larbert, UK; NHS Education for Scotland (V.R.T.), Edinburgh, UK; and NHS Lothian (V.R.T.), Edinburgh, UK – sequence: 2 givenname: Susan G surname: Somerville fullname: Somerville, Susan G – sequence: 3 givenname: Victoria R surname: Tallentire fullname: Tallentire, Victoria R |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/40237552$$D View this record in MEDLINE/PubMed |
| BookMark | eNpNkMtOwzAQRS1URB_wBwh5ySbFdjx5sIO20EiVQGqR2EW2YyOjxClxgtS_J30gdRYzd0b33MWM0cDVTiN0S8mUkjR-WGfLKTmvBKILNKIAaRDT8HNwpodo7P03IRwI0Cs05ISFMQAboW7TCOdN3VSitbXD866x7gsfrnZ_8Y84c612ey1K2-6wdXhtq648AMGz8LrAi6JTx4A-Cr83tdHeHwicFXu45-b6V5f1turXa3RpROn1zWlO0MfLYjNbBqu312z2tApUSOIoSICYFCJNleKKKlkIQlgUK1AxNZSbmMlEyoSzvqeMM9MDMgqhN4MEw9gE3R9zt03902nf5pX1SpelcLrufB7SlFIOEaS99e5k7WSli3zb2Eo0u_z_VewPLUZwFg |
| ContentType | Journal Article |
| Copyright | Copyright © 2025 Society for Simulation in Healthcare. |
| Copyright_xml | – notice: Copyright © 2025 Society for Simulation in Healthcare. |
| DBID | CGR CUY CVF ECM EIF NPM 7X8 |
| DOI | 10.1097/SIH.0000000000000856 |
| DatabaseName | Medline MEDLINE MEDLINE (Ovid) MEDLINE MEDLINE PubMed MEDLINE - Academic |
| DatabaseTitle | MEDLINE Medline Complete MEDLINE with Full Text PubMed MEDLINE (Ovid) MEDLINE - Academic |
| DatabaseTitleList | MEDLINE - Academic MEDLINE |
| Database_xml | – sequence: 1 dbid: NPM name: PubMed url: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 2 dbid: 7X8 name: MEDLINE - Academic url: https://search.proquest.com/medline sourceTypes: Aggregation Database |
| DeliveryMethod | no_fulltext_linktorsrc |
| Discipline | Medicine |
| EISSN | 1559-713X |
| ExternalDocumentID | 40237552 |
| Genre | Journal Article |
| GroupedDBID | --- .Z2 0R~ 53G 5VS AAAAV AAHPQ AAIQE AARTV AASCR ABASU ABBUW ABDIG ABJNI ABPXF ABVCZ ABXVJ ABZZY ACDDN ACEWG ACGFS ACILI ACNWC ACWDW ACWRI ACXJB ACXNZ ADGGA ADHPY ADKSD AFBFQ AFDTB AHQNM AHVBC AINUH AJCLO AJIOK AJNWD AJZMW AKCTQ ALKUP ALMA_UNASSIGNED_HOLDINGS ALMTX AMJPA AMKUR AMNEI AOHHW AOQMC BQLVK C45 CGR CUY CVF DIWNM E.X EBS ECM EEVPB EIF EX3 F5P FCALG FL- GNXGY GQDEL HLJTE HZ~ IKREB IN~ KD2 L-C NPM O9- OPUJH OVD OVDNE OXXIT RLZ S4S TEORI TSPGW V2I W3M WOQ WOW ZY1 7X8 |
| ID | FETCH-LOGICAL-c3076-850f956e1cc4c1cbda00267c5c71f14f72b8bb8428bb9242f850b6354c15b5f22 |
| IEDL.DBID | 7X8 |
| ISICitedReferencesCount | 1 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001586658200004&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 1559-713X |
| IngestDate | Fri Oct 03 00:19:53 EDT 2025 Fri Oct 03 01:51:42 EDT 2025 |
| IsPeerReviewed | false |
| IsScholarly | true |
| Issue | 5 |
| Keywords | transitions simulation Professional identity |
| Language | English |
| License | Copyright © 2025 Society for Simulation in Healthcare. |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c3076-850f956e1cc4c1cbda00267c5c71f14f72b8bb8428bb9242f850b6354c15b5f22 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 |
| ORCID | 0000-0001-9558-849 |
| PMID | 40237552 |
| PQID | 3191145659 |
| PQPubID | 23479 |
| ParticipantIDs | proquest_miscellaneous_3191145659 pubmed_primary_40237552 |
| PublicationCentury | 2000 |
| PublicationDate | 20251000 |
| PublicationDateYYYYMMDD | 2025-10-01 |
| PublicationDate_xml | – month: 10 year: 2025 text: 20251000 |
| PublicationDecade | 2020 |
| PublicationPlace | United States |
| PublicationPlace_xml | – name: United States |
| PublicationTitle | Simulation in healthcare : journal of the Society for Medical Simulation |
| PublicationTitleAlternate | Simul Healthc |
| PublicationYear | 2025 |
| SSID | ssj0045051 |
| Score | 2.3907015 |
| Snippet | There is growing evidence that simulation-based education can contribute to professional identity development. This commentary discusses the potential... |
| SourceID | proquest pubmed |
| SourceType | Aggregation Database Index Database |
| StartPage | 340 |
| SubjectTerms | Humans Learning Simulation Training - organization & administration Social Identification |
| Title | Transformation During Transitions: Intentionality in Simulation-Based Education for Professional Identity Development |
| URI | https://www.ncbi.nlm.nih.gov/pubmed/40237552 https://www.proquest.com/docview/3191145659 |
| Volume | 20 |
| WOSCitedRecordID | wos001586658200004&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3LS8MwGA_qRLz4fswXEbwG17RJGi_ia8zDxmATeitNmsAOttM5wf_eL2k7dxEEe-ihNKUkX_L9vucPoatcx8owGxDdkRmJeKCIojwnKhOhspwaGWlPNiEGgzhJ5LB2uM3qtMrmTPQHdV5q5yO_BlEB6A7wQ95O34hjjXLR1ZpCYxW1QoAyTqpFsogiRKDdq36pTBIwxpKmdE6K69Fzr2pd2Fwx47-DTK9sutv__c0dtFXDTHxXycUuWjHFHtro14H0fTQfLwHWssCPvloR-6dVEtcN9tntlasQoDqeFHg0ea3Zvsg9aL8cL9JDMHwKD5fafOC6AvgLL6UlHaCX7tP4oUdqBgaiYe9zErOOBQPKBFpHOtAqz5zNJjTTIrBBZAVVsVIxmDBKgSFHLQxQAGHgZaaYpfQQrRVlYY4RzmSHWykMt6EDbTyOZJw54iwZsYgb0UaXzYSmIOEubJEVppzP0p8pbaOjalXSadWKIwXrNxSM0ZM_jD5Fm9SR9_pMvDPUsrC_zTla158fk9n7hRcduA-G_W8yCc7a |
| linkProvider | ProQuest |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Transformation+During+Transitions%3A+Intentionality+in+Simulation-Based+Education+for+Professional+Identity+Development&rft.jtitle=Simulation+in+healthcare+%3A+journal+of+the+Society+for+Medical+Simulation&rft.au=Kerins%2C+Joanne&rft.au=Somerville%2C+Susan+G&rft.au=Tallentire%2C+Victoria+R&rft.date=2025-10-01&rft.eissn=1559-713X&rft.volume=20&rft.issue=5&rft.spage=340&rft_id=info:doi/10.1097%2FSIH.0000000000000856&rft_id=info%3Apmid%2F40237552&rft_id=info%3Apmid%2F40237552&rft.externalDocID=40237552 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1559-713X&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1559-713X&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1559-713X&client=summon |