Transcript pptx
With Human Patient Simulation
Presented by:
Joanne McDermott
Rationale
Nursing schools must balance theoretical
knowledge acquisition and transferability
with clinical experience opportunities to
improve students' abilities to transition to
safe beginning practitioners in the nursing
profession.
Research Topic:
Effectiveness of human patient
simulation experiences in increasing
contextual knowledge and clinical
reasoning skills in undergraduate
nursing students.
Confucious
Theoretical Frameworks:
John Dewey: Theory of Experience
Piaget: Cognitive Development
Humans learn through the construction of
progressively complex logical structures, from infancy
through to adulthood.
Constructivist education is based on this premise of
successive knowledge-building that increases in depth
and complexity
John Dewey
•Called for education to be
grounded in real experience.
•"If you have doubts about
how learning happens, engage
in sustained inquiry: study,
ponder, consider alternative
possibilities and arrive at your
belief grounded in evidence."
•Inquiry is a key part of
constructivist learning
And then there were more…
There are many other educators, philosophers,
psychologists, and sociologists who have added new
perspectives to constructivist learning theory.
Among them are:
Lev Vygotsky
Jerome Bruner
Vygotsky
introduced the social aspect of learning into
constructivism.
defined the "zone of proximal learning”
students solve problems beyond their actual
developmental level (but within their level of potential
development) under adult guidance or in collaboration
with more capable peers.
Bruner
Initiated curriculum change based on the
notion that learning is an active, social
process in which students construct new
ideas or concepts based on their current
knowledge
Human Patient Simulations
problem-solving and inquiry-based learning activity
students formulate and test their ideas, draw
conclusions and inferences
pool and convey their knowledge in a collaborative
learning environment.
guided by the teacher, students construct their
knowledge actively.
Human Patient Simulations
High fidelity mannequins can imitate a patients
physiologic as well as human responses to disease
METI iStan in Grey's Anatomy
Human Patient Simulations
encouraging students to use
active techniques (experiments,
real-world problem solving) to
create more knowledge
teacher understands the
students' preexisting
conceptions, and guides the
activity to address them and
then build on them.
reflect on how their
understanding is changing.
References
Dewey, J. (1938). Experience and Education. New York: Simon and Schuster.
Hetzel-Campbell, S. & Daley, K. ( 2009). Simulation scenarios for nurse educators: Making it real, New York: Springer
Publishing Co.
Mufioz Rosario, R. A. & Widmeyer, G. (2009). An exploratory review of design principles in constructivist gaming
learning environments. J Inf Syst Educ, 20 (3).
Piaget, J. (1958). The growth of logical thinking. U.S.A.: Basic Books, Inc.
Powell, K.C. & Kauna, C. J. (Wint 2009). Cognitive and social constructivism: developing tools for an effective
classroom. Education, 130 (2).
Schlairet,M.C. and Pollock, J.W. (2010). Equivalence testing of traditional and simulated clinical experiences:
undergraduate nursing students’ knowledge acquisition. J Nurs Educ, 49 (1).
Splitter, Laurance J. (2009) Authenticity and Constructivism in Education. Stud Philos Educ 28:135–151 DOI
10.1007/s11217-008-9105-3
Waxman, K.T. (2010) The development of evidence-based clinical simulation scenarios: guidelines for nurse educators.
J Nurs Educ, 49 (1).