Enhancing Students' Learning Through Simulation: Dealing With Diverse, Large Cohorts

Kelly, MA; Hopwood, N; Rooney, D; Boud, D

Enhancing Students' Learning Through Simulation: Dealing With Diverse, Large Cohorts

Kelly, MA

Hopwood, N

Rooney, D

Boud, D

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Publication Type:: Journal Article
Citation:: Clinical Simulation in Nursing, 2016, 12 (5), pp. 171 - 176
Issue Date:: 2016-05-01

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Field	Value	Language
dc.contributor.author	Kelly, MA https://orcid.org/0000-0002-6380-1150	en_US
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834	en_US
dc.contributor.author	Rooney, D https://orcid.org/0000-0001-7668-0936	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.date.available	2020-05-25T19:23:19Z
dc.date.issued	2016-05-01	en_US
dc.identifier.citation	Clinical Simulation in Nursing, 2016, 12 (5), pp. 171 - 176	en_US
dc.identifier.issn	1876-1399	en_US
dc.identifier.uri	http://hdl.handle.net/10453/44124
dc.description.abstract	© 2016 International Nursing Association for Clinical Simulation and Learning. As the field of health care simulation matures, new questions about appropriate pedagogy are emerging which present challenges to research and practices. This has implications for how we investigate and deliver effective simulations, how we conceive effectiveness, and how we make decisions about investment in simulation infrastructure. In this article, we explore two linked challenges that speak to these wider concerns: student diversity and large cohorts. We frame these within contemporary simulation practices and offer recommendations for research and practice that will account for students' varying cultural expectations about learning and clinical practice in the Australian context.	en_US
dc.relation.ispartof	Clinical Simulation in Nursing	en_US
dc.relation.isbasedon	10.1016/j.ecns.2016.01.010	en_US
dc.title	Enhancing Students' Learning Through Simulation: Dealing With Diverse, Large Cohorts	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	12	en_US
utslib.for	1110 Nursing	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.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	12	en_US

Abstract:

© 2016 International Nursing Association for Clinical Simulation and Learning. As the field of health care simulation matures, new questions about appropriate pedagogy are emerging which present challenges to research and practices. This has implications for how we investigate and deliver effective simulations, how we conceive effectiveness, and how we make decisions about investment in simulation infrastructure. In this article, we explore two linked challenges that speak to these wider concerns: student diversity and large cohorts. We frame these within contemporary simulation practices and offer recommendations for research and practice that will account for students' varying cultural expectations about learning and clinical practice in the Australian context.

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http://hdl.handle.net/10453/44124