Observing Interprofessional Simulation

Boud, D; Nyström, S; Abrandt Dahlgren, M; Dahlberg, J; Rooney, D; Kelly, M; O’Keeffe, D

Observing Interprofessional Simulation

Boud, D

Nyström, S Abrandt Dahlgren, M Dahlberg, J Rooney, D

Kelly, M O’Keeffe, D

Permalink

Publication Type:: Chapter
Citation:: Professional and Practice-based Learning, 2019, 26 pp. 115 - 137
Issue Date:: 2019-01-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Accepted Manuscript versionAdobe PDF (257.54 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Nyström, S	en_US
dc.contributor.author	Abrandt Dahlgren, M	en_US
dc.contributor.author	Dahlberg, J	en_US
dc.contributor.author	Rooney, D https://orcid.org/0000-0001-7668-0936	en_US
dc.contributor.author	Kelly, M	en_US
dc.contributor.author	O’Keeffe, D	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Professional and Practice-based Learning, 2019, 26 pp. 115 - 137	en_US
dc.identifier.uri	http://hdl.handle.net/10453/135602
dc.description.abstract	© 2019, Springer Nature Switzerland AG. This chapter has a particular focus on the observers’ role in simulation-based learning activities. Simulation-based learning is often organised so that participants rotates between active participation in the scenario and participation as observers. The research examples provided show that the conditions for learning are related to the locations where and the ways the observers are situated, and to how the instructions to the observers are formulated. Arguments are put forward that the observers’ role in simulation has unexploited potential for developing skills of noticing.	en_US
dc.relation.ispartof	Professional and Practice-based Learning	en_US
dc.relation.isbasedon	10.1007/978-3-030-19542-7_6	en_US
dc.title	Observing Interprofessional Simulation	en_US
dc.type	Chapter
utslib.citation.volume	26	en_US
utslib.for	130108 Technical, Further and Workplace Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	26	en_US

Abstract:

© 2019, Springer Nature Switzerland AG. This chapter has a particular focus on the observers’ role in simulation-based learning activities. Simulation-based learning is often organised so that participants rotates between active participation in the scenario and participation as observers. The research examples provided show that the conditions for learning are related to the locations where and the ways the observers are situated, and to how the instructions to the observers are formulated. Arguments are put forward that the observers’ role in simulation has unexploited potential for developing skills of noticing.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/135602