The Exploration of Students' Learning Gain Following Immersive Simulation -- the Impact of Feedback
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| Title: | The Exploration of Students' Learning Gain Following Immersive Simulation -- the Impact of Feedback |
|---|---|
| Language: | English |
| Authors: | Morley, D., Bettles, S. (ORCID |
| Source: | Higher Education Pedagogies. 2019 4(1):368-384. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Simulation, Nursing Students, Feedback (Response), Experiential Learning, Learning, Nursing Education, Barriers, Undergraduate Students, Foreign Countries, Transfer of Training, Student Attitudes |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/23752696.2019.1642123 |
| ISSN: | 2375-2696 |
| 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 feed-forward 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 feed-forward 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. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1237650 |
| Database: | ERIC |
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| 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 feed-forward 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 feed-forward 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. |
|---|---|
| ISSN: | 2375-2696 |
| DOI: | 10.1080/23752696.2019.1642123 |
