Doing Interprofessional Simulation

Hopwood, N; Ahn, SE; Rimpiläinen, S; Dahlberg, J; Nyström, S; Johnson, E

Doing Interprofessional Simulation

Hopwood, N

Ahn, SE Rimpiläinen, S Dahlberg, J Nyström, S Johnson, E

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Publication Type:: Chapter
Citation:: Professional and Practice-based Learning, 2019, 26 pp. 91 - 113
Issue Date:: 2019-01-01

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	Hopwood et al 2019 sim.pdf	Published version	466.82 kB	Adobe PDF	View/Open
	AbrandtDahlgren_et_al_Chp5 FINAL.docx	Accepted Manuscript Version	61.04 kB	Microsoft Word XML	View/Open

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Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834	en_US
dc.contributor.author	Ahn, SE	en_US
dc.contributor.author	Rimpiläinen, S	en_US
dc.contributor.author	Dahlberg, J	en_US
dc.contributor.author	Nyström, S	en_US
dc.contributor.author	Johnson, E	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Professional and Practice-based Learning, 2019, 26 pp. 91 - 113	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137055
dc.description.abstract	© 2019, Springer Nature Switzerland AG. This chapter illustrate how the social and material arrangements for interprofessional simulation produces different conditions for learning. The first section focuses on the emerging medical knowing, affective knowing and communicative knowing in the socio-material arrangements of three locations involved in the simulation, i.e. the simulation room, the observation room and the reflection room, during the course of events in the scenario. The second section focuses on emerging rhythms of collaboration. Different ways of relating to the manikin as a technical, medical and human body, and the relevance of these findings for simulation pedagogy are described.	en_US
dc.relation.ispartof	Professional and Practice-based Learning	en_US
dc.relation.isbasedon	10.1007/978-3-030-19542-7_5	en_US
dc.title	Doing Interprofessional Simulation	en_US
dc.type	Chapter
utslib.citation.volume	26	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
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	26	en_US

Abstract:

© 2019, Springer Nature Switzerland AG. This chapter illustrate how the social and material arrangements for interprofessional simulation produces different conditions for learning. The first section focuses on the emerging medical knowing, affective knowing and communicative knowing in the socio-material arrangements of three locations involved in the simulation, i.e. the simulation room, the observation room and the reflection room, during the course of events in the scenario. The second section focuses on emerging rhythms of collaboration. Different ways of relating to the manikin as a technical, medical and human body, and the relevance of these findings for simulation pedagogy are described.

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http://hdl.handle.net/10453/137055