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    Simulation is not a pedagogy

    Erlam, Gwen; Smythe, L.; Wright-St Clair, V.

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    OJN_2017072013483210.pdf (680.9Kb)
    Date
    2017-07-21
    Citation:
    Erlam, G.D., Smythe, L., & Wright-St Clair, V. (2017). Simulation is not a pedagogy. Open Journal of Nursing, 7 (7), pp.779-787. doi:10.4236/ojn.2017.77059
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/4244
    Abstract
    Simulation as a teaching/learning tool has evolved at an unprecedented pace which some believe has occurred despite a lack of research into pedagogies appropriate to guide this technology-based learning tool. There seems to be some confusion as to what simulation actually is. Some have called simulation a pedagogy, which is incorrect. Simulation is not a pedagogy, but an immersive teaching/learning platform which is a representation of a functioning system or process. Simulation has been used in undergraduate nursing education in a focused manner for nearly 20 years. Its effectiveness in improving clinical reasoning and critical thinking is not certain if overall instructional design principles do not reflect suitable philosophical paradigms. Simulation as a teaching/learning platform is maximized when instructional design includes the inspiration of behaviorism, cognitivism, and constructivism. Behaviorist design principles include rote learning, repetition, modular learning, stimulus-response, and conditioning. Cognitivist design principles include observational techniques, bootstrapping, and equilibration in the form of assimilation and accommodation. Constructivist design principles include new habit formation through experience and interaction with a “mature social medium” in the form of a simulation facilitator. All of these philosophical underpinnings have the potential to maximize simulation when used as underpinnings in the overall design.
    Keywords:
    nursing education, undergraduate nursing education, simulation, behaviorist, cognitivist, consructivist
    ANZSRC Field of Research:
    130209 Medicine, Nursing and Health Curriculum and Pedagogy
    Copyright Holder:
    Copyright © 2017 by authors and Scientific Research Publishing Inc
    Copyright Notice:
    This work is licensed under the Creative Commons Attribution International License (CC BY 4.0).
    Available Online at:
    http://www.scirp.org/journal/PaperInformation.aspx?PaperID=77789
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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