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...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:Simulation in healthcare : journal of the Society for Medical Simulation Ročník 20; číslo 5; s. 340
Hlavní autori: Kerins, Joanne, Somerville, Susan G, Tallentire, Victoria R
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: United States 01.10.2025
Predmet:
Humans
Learning
Simulation Training - organization & administration
Social Identification
transitions
simulation
Professional identity
ISSN:1559-713X, 1559-713X
On-line prístup:Zistit podrobnosti o prístupe
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí: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.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1559-713X
1559-713X
DOI:10.1097/SIH.0000000000000856