This full article is only available to our members but please enjoy our preview below.
Patricia Benner, R.N., Ph.D., FAAN
Learning a practice discipline is ideal for both simulation and direct experiential learning from practice. But the design of the simulations must be practice-domain specific and pedagogically sound for teaching good practice. Teaching nursing practice requires:
-Experiential learning in high stakes environments
-Expertise Depends on Relational Skills and Clinical Imagination
-Confronting Suffering and Vulnerability
-Students must develop clinical reasoning skills, an analogue for practical reasoning and wisdom: Reasoning across time about the particular through changes in the patient and/or changes in the clinician’s understanding of the patient’ situation. This requires understanding context and sequencing of events.
-Recognize the nature of clinical situations: Develop an experience-based sense of salience in under-determined clinical situations
-When the problem is novel or the current approaches are not working engage in critical thinking
-Thinking-in-action: situated thinking and use of knowledge
-Dealing with life worlds for motivation, meaning and recovery
Most practice disciplines are in their infancy in studying domain specific pedagogies of simulation. Research studies on simulation usually treat simulation as a unified pedagogy that is thought to be roughly equivalent to clinical practice. However like real clinical environments, particular simulations may have radically different learning outcomes for the student. Unless the pedagogies of connection and clinical reasoning are effective, simulations may have unintended negative learning outcomes.
Members may join discussion of this article in the Discussion area of the website.
Non-Members click the following link to receive the next free newsletter: Sign up for our free newsletter!
If you like the newsletters, you will love the teaching examples from the three excellent teachers featured in the Carnegie book, Educating Nurses: A Call for Radical Transformation. To preview them click here.
2 Comments
Pingback: Designing Clinical Simulations that Focus on Patient-Focused Care ... | Clinical Simulation | Scoop.it
Patricia Benner
10/18/2011 at 5:17 pm —
Several people, upon reading this newsletter have asked about strategies for designing clinical simulations that integrate the three professional apprenticeships: 1.Cognitive/Science/theory 2)Practice know-how and clinical reasoning; 3)Formation and ethical comportment. The more based a simulation is based on real clinical situations, the better chance you have of integrating knowledge acquision and knowledge use in all three apprenticeships. The closer your simulation sets up real practice/environment demands, resources and constraints, the more it will call on the use of all three apprenticeships. – Patricia Benner