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dc.contributor.authorErlam, Gwen
dc.contributor.authorSmythe, L.
dc.contributor.authorWright-St Clair, V.
dc.date.accessioned2018-05-17T20:26:52Z
dc.date.available2018-05-17T20:26:52Z
dc.date.issued2017-07-21
dc.identifier.issn2162-5344
dc.identifier.issn2162-5336
dc.identifier.urihttps://hdl.handle.net/10652/4244
dc.description.abstractSimulation 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.en_NZ
dc.language.isoenen_NZ
dc.relation.urihttp://www.scirp.org/journal/PaperInformation.aspx?PaperID=77789en_NZ
dc.rightsThis work is licensed under the Creative Commons Attribution International License (CC BY 4.0).en_NZ
dc.subjectnursing educationen_NZ
dc.subjectundergraduate nursing educationen_NZ
dc.subjectsimulationen_NZ
dc.subjectbehavioristen_NZ
dc.subjectcognitivisten_NZ
dc.subjectconsructivisten_NZ
dc.titleSimulation is not a pedagogyen_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2017-12-21T13:30:36Z
dc.rights.holderCopyright © 2017 by authors and Scientific Research Publishing Incen_NZ
dc.identifier.doidoi:10.4236/ojn.2017.77059en_NZ
dc.subject.marsden130209 Medicine, Nursing and Health Curriculum and Pedagogyen_NZ
dc.identifier.bibliographicCitationErlam, 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.2017.77059en_NZ
unitec.publication.spage779en_NZ
unitec.publication.lpage787en_NZ
unitec.publication.volume7en_NZ
unitec.publication.issue7en_NZ
unitec.publication.titleOpen Journal of Nursingen_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms60709en_NZ


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