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).