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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

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Published on: January 15, 2017

Interprofessional learning objectives for health team simulations.

Elaine Greidanus¹, Sharla King, Tatiana LoVerso

¹Health Sciences Education and Research Commons, Faculty of Education, University of Alberta, Edmonton, Alberta, Canada.

The Journal of Nursing Education

|May 10, 2013

Summary

This summary is machine-generated.

This study proposes revising interprofessional health simulation learning objectives. Reviewing simulations, debriefings, and student feedback ensures objectives align with actual learning outcomes.

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Area of Science:

Health Professions Education
Simulation-Based Learning
Interprofessional Education

Background:

Interprofessional health team simulations often use competency-based learning objectives.
Educators assume these objectives are relevant to student learning experiences.
Linking objectives to outcomes in complex simulations is challenging due to human factors.

Purpose of the Study:

To propose a process for revising learning objectives in interprofessional health simulations.
To enhance the alignment between intended learning and actual student outcomes.
To provide guidance for curriculum integration based on simulation effectiveness.

Main Methods:

Reviewing simulation design and execution.
Analyzing debriefing sessions for learning evidence.
Incorporating student feedback on perceived learning.
Iteratively refining learning objectives based on collected data.

Main Results:

A structured process for evaluating and revising simulation learning objectives was developed.
The process facilitates a stronger connection between stated objectives and demonstrated learning.
Identified discrepancies between assumed and actual learning provide actionable insights.

Conclusions:

Revising learning objectives based on simulation review and student feedback is crucial.
This iterative approach improves the relevance and effectiveness of interprofessional simulations.
Findings support better integration of simulation into health professions curricula.