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Recognizing through feeling. A physical and computer simulation based on educational theory.

J Lyons1, J Milton

  • 1Department of Nursing and Public Health, Faculty of Biomedical & Health Sciences and Nursing, Royal Melbourne Institute of Technology, Bundoora, Australia. jlyons@florence.nu.rmit.edu.au

Computers in Nursing
|May 26, 1999
PubMed
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This study introduces a computer-based physical simulation for midwifery students, grounded in Laurillard's conversational framework. It enhances clinical judgment and addresses student misconceptions through interactive learning experiences.

Area of Science:

  • Educational Technology
  • Health Professions Education
  • Simulation-Based Learning

Background:

  • Professional education increasingly utilizes computer-based simulations.
  • Midwifery education requires effective methods for teaching assessment and palpation skills.
  • Existing educational theories can inform the design of simulation-based learning.

Purpose of the Study:

  • To develop and evaluate a computer-based physical simulation for midwifery students.
  • To apply Laurillard's conversational framework to enhance the simulation's learning experience.
  • To present a template for integrating educational theory into clinical simulation design.

Main Methods:

  • Development of an innovative computer-based physical simulation prototype.

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  • Application of Laurillard's conversational framework as the underlying educational theory.
  • Incorporation of a case-based learning environment to foster clinical judgment.
  • Focus on creating cognitive conflict to address student misunderstandings (intrinsic feedback).

    • Main Results:

    • A prototype computer-based physical simulation for midwifery skills has been developed.
    • Preliminary evaluations indicate the potential for effective learning.
    • A template for applying the conversational framework in simulation is presented.
    • The simulation facilitates the interrelation of practical experience with academic knowledge.

    Conclusions:

    • Computer-based simulations, guided by robust educational theory like Laurillard's conversational framework, can effectively enhance clinical skills in professional education.
    • The developed simulation and theoretical template show promise for broader application in health science courses.
    • Addressing student misconceptions through cognitive conflict is crucial for effective simulation-based learning.