[Commentary on] 'Appearing the team': from practice to simulation...including commentary by Wahlstrom O, Sathyanarayana TN and D'Avray L
Background: The growing trend in the development of high fidelity simulation within undergraduate health care education has produced a range of frameworks and guidelines to structure learning opportunities offered through simulation. An attempt to articulate the process of learning through simulatio...
| Publicado en: | International Journal of Therapy & Rehabilitation Vol. 18; no. 12; pp. 672 - 683 |
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| Autores principales: | , , , , , |
| Formato: | commentary research tables/charts Journal Article |
| Publicado: |
Mark Allen Holdings Limited
Dec2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=70850211&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 70850211 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17411645 QTM jtl: International Journal of Therapy & Rehabilitation issn: 17411645 maglogo: N pubinfo: dt: Dec2011 vid: 18 iid: 12 pid: 11383 pub: Mark Allen Holdings Limited artinfo: ui: 70850211 70850211 70850211 10.12968/ijtr.2011.18.12.672 70850211 ppf: 672 ppct: 11 formats: fmt: @attributes: type: P tig: atl: [Commentary on] 'Appearing the team': from practice to simulation...including commentary by Wahlstrom O, Sathyanarayana TN and D'Avray L aug: au: Stephens, John Abbott-Brailey, Hilary Platt, Alan Wahlström, Ola Sathyanarayana, TN D¿Avray, Lynda affil: Senior Lecturer, School of Health, Community and Education Studies, Northumbria University, UK sug: subj: Education, Clinical Teamwork Education, Interdisciplinary Student Placement Simulations Human Multimethod Studies Diaries Interviews Triangulation Critical Care Professional Practice Reflection Teaching Methods Education, Nursing Education, Physical Therapy Education, Radiologic Technology ab: Background: The growing trend in the development of high fidelity simulation within undergraduate health care education has produced a range of frameworks and guidelines to structure learning opportunities offered through simulation. An attempt to articulate the process of learning through simulation based on clinical practice experience would appear to be a useful step in the development of simulation-practice links in the provision of further options to facilitate students' learning and continuing professional development. Content: The experience of team identity and integration for undergraduate health care students (n=16, adult nursing, physiotherapy, radiography) undertaking their first critical care practice placement is explored and used to underpin a reflective model to inform learning opportunities offered through high fidelity simulation. The analysis of human interaction offered by Erving Goffman through the use of dramaturgical metaphor is applied to frame the key emergent themes of the critical care experience-'observation', fitting in', and 'making a difference'-and shape the developing reflective model. Conclusions: Within the proposed model, the importance of 'space for reflection' and 'meaningful dialogue' within the context, participation, accessibility, and credibility (CPAC) schema are critical aspects that facilitate the integration and development of confidence in task/technical and interpersonal competencies supporting effective clinical outcome. pubtype: Academic Journal doctype: commentary research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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