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Conceptualising learning through simulation: An expansive approach for professional and personal learning.
1The University of the West of England, Department of Nursing and Midwifery, Faculty of Health and Life Sciences, Alexandra Warehouse, Gloucester Docks GL1 2LG, United Kingdom. Elizabeth.Berragan@uwe.ac.uk
Nurse Education in Practice
|February 14, 2013
Summary
This study examines how student nurses learn in simulation settings, using Benner and Sutphen
Area of Science:
- Nursing Education
- Learning Theories
Background:
- Simulation is a key pedagogical tool in nursing.
- Understanding the learning processes within simulation is crucial for effective training.
Purpose of the Study:
- To explore conceptualizations of learning in student nurse simulation experiences.
- To apply theoretical frameworks to understand simulation-based learning in nursing.
Main Methods:
- Conceptual analysis of existing theories.
- Application of Benner and Sutphen's situated knowledge framework.
- Integration of Engeström's activity theory and expansive learning.
Main Results:
- Benner and Sutphen's pedagogies offer a lens for understanding simulation's impact.
- Engeström's expansive learning can reconceptualize simulation learning.
- Combined frameworks provide a richer understanding of learning in simulation.
Conclusions:
- Theoretical frameworks enhance the articulation of learning in nursing simulation.
- These conceptualizations can inform curriculum development and improve nursing education.
- Simulation learning can be better understood and theorized through integrated frameworks.
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