医疗保健学生的经验学习者-教育者虚拟模拟的共同创作:一个现象学研究
Laura A Killam1, Gerlese S Åkerlind, Mercedes Lock
1From the School of Nursing, Queen's University, Kingston, Ontario, Canada (L.A.K., M.L., P.C.-P., M.L.-F.); School of Nursing, Cambrian College, Sudbury, Ontario, Canada (L.A.K.); Australian National University, Canberra, Australia (G.S.Å.); and School of Nursing, University of Ottawa, Ottawa, Ontario, Canada (M.L.).
概括
虚拟模拟的学习者-教育者共同创作 (LECoVSs) 提供了四种不同的学生体验,从支持进步到促进相互成长. 了解这些感知有助于教育工作者优化基于模拟的学习和专业发展.
科学领域:
- 医疗保健模拟教育教育教育
- 虚拟学习环境 虚拟学习环境
- 专业间教育是专业间的教育.
背景情况:
- 虚拟模拟 (LECoVSs) 的学习者和教育者的共同创作可以提高对现实实践的准备.
- 这种方法支持真实评估,并最大限度地提高基于模拟的学习影响.
- 了解学生的经验是优化模拟共创的关键.
研究的目的:
- 探索医疗保健学生对LECoVSs的体验中的差异.
- 确定学生对模拟共创的不同看法.
- 为有效的模拟共创提供基于证据的决策信息.
主要方法:
- 使用了现象学研究方法.
- 从反思性期刊和航行和护理学生的开放式调查中收集的数据.
- 代数据分析涉及对主题的熟悉,分组和解释.
主要成果:
- 确定了四种不同的方式,让学生体验LECoVS:支持进步,修改期望,分享决策和促进相互成长.
- 分析包括19个开放式调查和13个学生反思期刊.
- 经验范围从基本支持到协作增长.
结论:
- 模拟师可以使用共同创造来增强学生的学习,获取,赋权和专业发展.
- 对共同创造的潜力和目的的明确沟通对于更高的学生学习成果至关重要.
- 调查结果为教育工作者提供了一个框架,以解释模拟共同创造并最大限度地发挥其益处.
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