Abstract
Presentation at the International Nursing Conference, Shanghai Institute of Health Sciences, November 2014.
By: Senior Lecturer Tina Hartvigsen, VIA University College, School of Nursing, Faculty of Health Sciences, Denmark
Abstract
Over the last decade there has been an exponential growth in the interest in simulated learning and it has been incorporated as a teaching and learning strategy into undergraduate nursing programmes. The debate about simulated learning has gained fresh prominence with many arguing that simulation-based learning is the solution to many of the challenges associated with producing practitioners who are able to function competently, providing patient safety in complex healthcare settings. Resent trends have led to increasing implementation of simulation-based education investment in developing technology, equipment and estate has escalated in many organisations. Simulation-based learning has become diverse and often technology driven. Along with this growth in simulation based education, however there is increasing concern over educators lack of pedagogical practice and technological skills. More recently, literature has emerged findings about purchasing the equipment is not enough to expect faculty to deliver expert pedagogical practice. Capital expenditure on developing educational environments and equipment has not necessarily been matched with investment in the capability of educators to maximise the potential of simulation based learning. A skilled educator is a prerequisite for effective simulation based education and there are many educator competencies such as developing scenarios, debriefing, creating a safe and positive learning environment, mastery of technology, equipment operation and professional communication skills and comportment to name only some.
In September 2013 a consortium of dedicated educators holding expertise in simulation-based education from Denmark, Finland, Estonia and England were successful in obtaining EU Funding from the Lifelong Learning Programme to complete a two year project (NESTLED) with the following objectives:
• The purpose of the project is to develop educator competency to facilitate the use of simulation-based learning in nurse education and test the transferability and development across providers from a number of EU countries.
• The consortium will transfer and develop a European Model for Educator education as a basis for good practice in this field.
• This tested model could then be used to quality assure the education and skills of the teachers and facilitators of simulation-based education in the field of nursing, both nationally and internationally.
This presentation will, on the basis of the work in the NESTLED project and a literature review elaborate on the competencies needed for educators to undertake simulation based learning. It will also discuss some of the pedagogical thinking behind this learning strategy.
By: Senior Lecturer Tina Hartvigsen, VIA University College, School of Nursing, Faculty of Health Sciences, Denmark
Abstract
Over the last decade there has been an exponential growth in the interest in simulated learning and it has been incorporated as a teaching and learning strategy into undergraduate nursing programmes. The debate about simulated learning has gained fresh prominence with many arguing that simulation-based learning is the solution to many of the challenges associated with producing practitioners who are able to function competently, providing patient safety in complex healthcare settings. Resent trends have led to increasing implementation of simulation-based education investment in developing technology, equipment and estate has escalated in many organisations. Simulation-based learning has become diverse and often technology driven. Along with this growth in simulation based education, however there is increasing concern over educators lack of pedagogical practice and technological skills. More recently, literature has emerged findings about purchasing the equipment is not enough to expect faculty to deliver expert pedagogical practice. Capital expenditure on developing educational environments and equipment has not necessarily been matched with investment in the capability of educators to maximise the potential of simulation based learning. A skilled educator is a prerequisite for effective simulation based education and there are many educator competencies such as developing scenarios, debriefing, creating a safe and positive learning environment, mastery of technology, equipment operation and professional communication skills and comportment to name only some.
In September 2013 a consortium of dedicated educators holding expertise in simulation-based education from Denmark, Finland, Estonia and England were successful in obtaining EU Funding from the Lifelong Learning Programme to complete a two year project (NESTLED) with the following objectives:
• The purpose of the project is to develop educator competency to facilitate the use of simulation-based learning in nurse education and test the transferability and development across providers from a number of EU countries.
• The consortium will transfer and develop a European Model for Educator education as a basis for good practice in this field.
• This tested model could then be used to quality assure the education and skills of the teachers and facilitators of simulation-based education in the field of nursing, both nationally and internationally.
This presentation will, on the basis of the work in the NESTLED project and a literature review elaborate on the competencies needed for educators to undertake simulation based learning. It will also discuss some of the pedagogical thinking behind this learning strategy.
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 8 nov. 2014 |
| Status | Udgivet - 8 nov. 2014 |