Nursing students’ perspectives on the operator portraying the patient in simulation
•Knowledge of the simulator operator role has been limited to technical orientation.•Portraying the high-fidelity patient in simulation is a complex pedagogical role.•The operator's pedagogical expertise is crucial for enhancing students’ learning. The simulation operator plays an important rol...
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| Vydáno v: | Teaching and learning in nursing Ročník 19; číslo 3; s. 293 - 297 |
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| Hlavní autoři: | , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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Elsevier Inc
01.07.2024
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| ISSN: | 1557-3087, 1557-2013 |
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| Abstract | •Knowledge of the simulator operator role has been limited to technical orientation.•Portraying the high-fidelity patient in simulation is a complex pedagogical role.•The operator's pedagogical expertise is crucial for enhancing students’ learning.
The simulation operator plays an important role in portraying the patient when using high-fidelity simulators. However, knowledge of the simulation operator's pedagogical role in simulation scenarios, from the perspective of nursing students, is limited.
To explore nursing students' perspectives on the simulation operator role.
The study was conducted at a university in Norway. An exploratory, descriptive design with a qualitative approach was employed. Participants comprised 34 nursing students. Data were collected via focus groups and analyzed using qualitative content analysis.
One main category, creating an attuned learning path on the fly, emerged, alongside three associated subcategories: triggering student alertness, providing dynamic feedback, and mastering technical challenges.
Findings from this study suggest that simulation-based learning experience should include the operator's role as a critical educator role in nursing education. The efficacy hinged on the simulation operator's ability to merge and apply subject-matter expertise and pedagogical competencies to guide students further within their Zone of Proximal Development. Further research on the operator's multifaceted pedagogical role would help develop evidence-based guidelines for this pivotal function. |
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| AbstractList | •Knowledge of the simulator operator role has been limited to technical orientation.•Portraying the high-fidelity patient in simulation is a complex pedagogical role.•The operator's pedagogical expertise is crucial for enhancing students’ learning.
The simulation operator plays an important role in portraying the patient when using high-fidelity simulators. However, knowledge of the simulation operator's pedagogical role in simulation scenarios, from the perspective of nursing students, is limited.
To explore nursing students' perspectives on the simulation operator role.
The study was conducted at a university in Norway. An exploratory, descriptive design with a qualitative approach was employed. Participants comprised 34 nursing students. Data were collected via focus groups and analyzed using qualitative content analysis.
One main category, creating an attuned learning path on the fly, emerged, alongside three associated subcategories: triggering student alertness, providing dynamic feedback, and mastering technical challenges.
Findings from this study suggest that simulation-based learning experience should include the operator's role as a critical educator role in nursing education. The efficacy hinged on the simulation operator's ability to merge and apply subject-matter expertise and pedagogical competencies to guide students further within their Zone of Proximal Development. Further research on the operator's multifaceted pedagogical role would help develop evidence-based guidelines for this pivotal function. |
| Author | Husebø, Sissel Iren Eikeland Reierson, Inger Åse Haukedal, Thor Arne Solli, Hilde |
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| CitedBy_id | crossref_primary_10_3390_educsci15030347 crossref_primary_10_3390_nursrep15050137 crossref_primary_10_1186_s41077_024_00306_2 |
| Cites_doi | 10.1891/0739-6686.39.181 10.1093/intqhc/mzm042 10.1016/j.ecns.2021.08.012 10.1016/j.ecns.2021.08.010 10.1016/S2155-8256(23)00028-5 10.1007/978-3-031-31090-4_5 10.1007/978-3-031-31090-4_2 10.1016/j.nepr.2022.103350 10.1177/1473325009103374 10.1007/978-3-031-31090-4_42 10.1213/01.ANE.0000090152.91261.D9 10.1097/NAQ.0000000000000369 10.1016/j.nedt.2003.10.001 10.1007/s10459-020-09998-3 10.1016/j.nedt.2023.105711 10.1007/978-3-031-31090-4_1 10.1186/s41077-022-00233-0 10.1016/j.nepr.2020.102818 10.2307/j.ctvjf9vz4 10.1016/j.stueduc.2021.101054 10.1007/978-3-030-46812-5_14 10.1016/j.nedt.2023.105827 10.1186/s12912-020-00493-z 10.1002/cl2.1392 |
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