facilitatorensrolle ved simulationsbaseret...

NESTLED

Facilitatorens rolle ved simulationsbaseret

læringHvilke kompetencer skal facilitatoren have?

NESTLED

Facilitatorens rolle ved anvendelse af simulationsbaseret læring

DispositionDispositionDispositionDisposition

• Hvilke kompetencer skal facilitatorenhave?

• Hvad er NESTLED?

• De 8 elementer

NESTLED

Hvad skal der til for gøre det her…….

NESTLED

NESTLED

30. maj 2016

5

Nordisk konference om anvendelse af simulation

NESTLED

Det hele startede med en kop kaffe

NESTLED

Hvad ved vi om underviseres kompetencer?Systematisk Litteratur Review:

• Knowledge

• Skills and behaviors

• Comportment

• (Topping et al 2015)

NESTLED

Og NESTLED blev”født”

NESTLED

Hvad er NESTLED

• Et samarbejde mellem University of Hudderfield, Metropolia University of applied Sciences, Tallinn Heath Care College, Laerdal Medical og VIA UC.

• EU finansieret projekt, Leonardo Da Vinci, transfer of innovation.

• Formål: at udvikle et evidensbaseret modul for undervisere der anvender simulationsbaseret læring

• Teste i forskellige nationale settings

NESTLED

De 8 elementer

• 1 . 1 . 1 . 1 . BaggrundenBaggrundenBaggrundenBaggrunden for simulations for simulations for simulations for simulations bbbbased learningased learningased learningased learning

• 2 . 2 . 2 . 2 . ForbederelseForbederelseForbederelseForbederelse tiltiltiltil simulationsimulationsimulationsimulation

• 3. 3. 3. 3. UdviklingUdviklingUdviklingUdvikling afafafaf enenenen simulationsimulationsimulationsimulation

• 4. 4. 4. 4. Briefing Briefing Briefing Briefing

• 5. ‘Running 5. ‘Running 5. ‘Running 5. ‘Running the Simthe Simthe Simthe Sim’’’’

• 6. 6. 6. 6. Debriefing Debriefing Debriefing Debriefing

• 7. Simulation 7. Simulation 7. Simulation 7. Simulation somsomsomsom eksamenseksamenseksamenseksamens////vurderingsvurderingsvurderingsvurderings redskabredskabredskabredskab

• 8.. 8.. 8.. 8.. EvalueringEvalueringEvalueringEvaluering afafafaf de de de de studerendesstuderendesstuderendesstuderendes læringlæringlæringlæring

NESTLED

Læringsteori/Baggrundsviden

NESTLED

Definition

• A dynamic process involving the creation of a hypothetical opportunity that incorporates an authentic representation of reality, facilitates active student engagement and integrates the complexities of practical and theoretical learning with opportunity for repetition, feedback, evaluation and reflection’ (Bland, Topping and Wood, 2011,).

NESTLED

Læring igennem simulation

• Det er et fundamentalt skifte fra et undervisnings-til et læringsparadigme (Kaakinen & Arwood 2009)

• Det er en aktiv læringsstrategi, hvor den studerende har den centrale rolle og underviseren faciliterer læring (Jeffries 2005)

• Læringsteorierne bør danne udgangspunkt for design og evaluering af SBL (Kaakinen & Arwood2009)

NESTLED

Er vi som undervisere egentlig klar over hvilket redskab vi tager i brug?

• Walton et al (2011) asked, “as faculty, what do we really know about how students learn, of their socialization using simulation, of their experiences, and of how they transition skills and knowledge from simulation to clinical practice”? (p,299).

NESTLED

Er din favorit teori her ikke?

• Experiential Learning Theory (Kolb, Lave & Wenger)

• Sociocultural Theory (Vygotsky)

• Social Construct Theory –Constructivism (Dewey)

• Adult Learning Theory (Knowles, Lewin)

• Cognitive Styles (Pask & Scott)

• Reflective Practice (Schon)

• Performance-based Models (Benner)

• See one, Do one

• Expert/Novice Skill Acquisition Theory (Dreyfus)

NESTLED

Hvad? og hvorfor?

• To avoid simulators in nursing educationbecoming little more than what Schiavenato(2009) terms ‘expensive bed weights’ there mustbe a clarification of both the WHATWHATWHATWHAT and WHYWHYWHYWHY ofsimulation (Miller & Bull, 2013).

• Your educators must consider the underlying pedagogy, learning styles (what and why).

• It is important that the pedagogy leads the use ofhigh-fidelity simulation, rather than thetechnology (Roberts and Greene, 2010).

NESTLED

Faktorer der fremmer implementering af SBL

Uddannelse af undervisere

Administrativ support

At underviserne har klare

undervisningsstrategier

At der er finansielle muligheder/ledelse

En dedikeret simulations koordinator

Teknisk support

(Al-Ghazeeb & Cooper 2015)30. maj 2016

Åbning Trondhjem 2016

17

NESTLED

-…..Forhindringer

• Mangel på tid

• Bange for teknologien

• Mangel på undervisere

• Mangel på plads til udstyr

• Mangel på uddannede undervisere

• Mangel på økonomisk støtte

• Mangel på mannekiner

• Ekstra arbejdsopgave

• Vedligehold af udstyr

• At det ikke giver mening at integrere ift curriculum

• (Al- Ghareeb & Cooper 2015)

NESTLED

SimLab koordinationsudvalg

T1 T2 T3

SimLab driftkoordinator SimLabSimLabSimLabSimLab

superbrugersuperbrugersuperbrugersuperbruger

Medansvar:

� Webportal

(cases m.v.)

� Scenarier

� Pædagogiske

funktionSimLabSimLabSimLabSimLab


SimLabSimLabSimLabSimLab





driftkoordinatordriftkoordinatordriftkoordinatordriftkoordinator

Overordnet ansvar:

� Inventar

� Materialer

ItItItIt----vejledervejledervejledervejleder

Overordnet ansvar:

� It & AV

� Webportal

� VitalSim

� Læringsobj. &

medier

06-01-2012Åbning Trondhjem 2016

NESTLED

SimLab driftskoordinatorIt-vejleder

Ver. 29.05.2015Åbning Trondhjem 2016

Udviklingsteam

Medlem fra

team 1

Medlem fra

team 2

Medlem fra

team 3

SimLab organisering

NESTLED

Uddannelsesstrategi

Tydelighed i forhold til progression og præcisering af redskab

Casebaseret simulation med fokus på problemløsning eller refleksion over kliniske problemstillinger med brug af NursingAnne/Kelly og/eller medstuderendeFærdighedsbaseret simulation med fokus på demonstration og træning af sygeplejefærdigheder på Nursing Anne/Kelly og/eller medstuderende Scenariebaseret simulation med fokus på processen at foretage klinisk observation og vurdering, intervenere og evaluere udført sygepleje på Simman 3G, Nursing Anne/Kelly (interaktive dukker) eller underviser/studerende

30. maj 2016Åbning Trondhjem 2016

21

NESTLED

Og så til selve designet af simulationen

Hvilket framework styrer planlægningen: Aldridge, Jeffries, Humphreys??

1. Teacher (preparation, role of instructor)2. Student (age, level, type of nursing, experience, exposure

to simulation)3. Educational practices (7 pedagogical principles – active

learning, high expectations, prompt feedback, student-faculty interaction, collaborative teaching, diverse learning, time on task)

4. Scenario design characteristics (fidelity, simulation design, realism, real time)

5. Outcomes (evaluate the simulation). (Jeffries 2007) 30. maj 2016Åbning Trondhjem 2016

22

NESTLED

Fidelity - Authencity

30. maj 2016

23

Nordisk konference om anvendelse af simulation

Fidelity in the context of simulation based learning is

considered as a close as is possible reproduction of an

object reality.

Authencity may be considered as a subjective

interpretation/response to a constructed situation in which

the students interact with context, other students,

facilitators and technology with varying degree of fidelity

(Bland et al 2014).

NESTLED

Forberedelse:

• Hvilken rolle har underviseren?


24

NESTLED

Forberedelse fortsat

• Hvor mange studerende, deres baggrund og forudsætninger

• Hvilken teoretisk viden skal inddrages?

• Læringsmål – for gruppen , for den enkelte studerende?

• Undervisningsmetode, Case, scenariebaseret eller færdighedstræning?

• Level of fidelity? Standardiseret patient?

• Rummet

• Utensilier, radiologi

• Struktur: briefing, simulation, debriefing

• Men før det???30. maj 2016

Åbning Trondhjem 2016

25

NESTLED

Briefing: hvad skal den indeholde?

LæringsmålTeoretisk forberedelseTidsrammeKendskab til rummet- til mannekinerneHvad er den studerendes egen rolleHvordan skal man bruge underviser/facilitator?Hvad er underviserens rolle?Roles of facilitatorsTime out?Hvordan samarbejde i grupper?


26

NESTLED

At skabe et trygt læringsmiljø

Klare forventninger

Professionel opførsel

Engagement

tavshedspligt

Læring ikke en vurdering/test

Der er ingen spørgsmål der er dumme, eller

nogens handlinger der er for dumme


27

NESTLED

Simulation event

Design af scenarie : læringsmål, teoretisk viden,

klinisk erfaring styrer

Ikke for langt (15 min) eller indtil der er nok

materiale til debriefing

Faciliter scenariet


28

NESTLED

Debriefing

FOR

Open ended, Ikkefordømmende ?

En struktur? F.eks. Team gains.

Få de studerende til at føle at de har bidraget

Overvej det følelsesmæssigeaspekt

• Inkluder alle?

• Brug stilhed (man må gernetænke)

• Brug viden om gruppedynamik 30. maj 2016Nordisk konference om anvendelse af

simulation

29

NESTLED

Debriefing

IMOD

• For meget underviser snak

Docere istedetfor facilitere

personrelateret evaluering

• Fordømmelse

• Afbrydelser

• At få studerende “er på”

(Mariani 2013)


30

NESTLED

www.nestled.euBesøg os gerne☺

NESTLED

ReferencerAldridge, M. (2012). Developing and exploring clinical skills and simulationAldridge, M. (2012). Developing and exploring clinical skills and simulationAldridge, M. (2012). Developing and exploring clinical skills and simulationAldridge, M. (2012). Developing and exploring clinical skills and simulation----basedbasedbasedbasededucation. In M. Aldridge and S. education. In M. Aldridge and S. education. In M. Aldridge and S. education. In M. Aldridge and S. WanlessWanlessWanlessWanless (Eds.), (Eds.), (Eds.), (Eds.), Developing Healthcare Skills Through SimulationDeveloping Healthcare Skills Through SimulationDeveloping Healthcare Skills Through SimulationDeveloping Healthcare Skills Through Simulation, (pp.3 , (pp.3 , (pp.3 , (pp.3 –––– 17) 17) 17) 17) London: SageLondon: SageLondon: SageLondon: Sage

AlAlAlAl----GhareebGhareebGhareebGhareeb A.Z. & S.J. Cooper (2016). Barriers and Enablers to the use of highA.Z. & S.J. Cooper (2016). Barriers and Enablers to the use of highA.Z. & S.J. Cooper (2016). Barriers and Enablers to the use of highA.Z. & S.J. Cooper (2016). Barriers and Enablers to the use of high----fidelityfidelityfidelityfidelitypatient simulation manikins in nurse education: an integrative review. patient simulation manikins in nurse education: an integrative review. patient simulation manikins in nurse education: an integrative review. patient simulation manikins in nurse education: an integrative review. Nurse Education Today. 36,Nurse Education Today. 36,Nurse Education Today. 36,Nurse Education Today. 36, pp.281pp.281pp.281pp.281----286, 286, 286, 286, doi:10.1016/j.nedt.2015.08.005doi:10.1016/j.nedt.2015.08.005doi:10.1016/j.nedt.2015.08.005doi:10.1016/j.nedt.2015.08.005

BerraganBerraganBerraganBerragan, L. (2011). Simulation: An effective pedagogical approach for nursing? , L. (2011). Simulation: An effective pedagogical approach for nursing? , L. (2011). Simulation: An effective pedagogical approach for nursing? , L. (2011). Simulation: An effective pedagogical approach for nursing? Nurse Education Today, 31Nurse Education Today, 31Nurse Education Today, 31Nurse Education Today, 31, , , , pp.660pp.660pp.660pp.660----663, 663, 663, 663, doi:10.1016/j.nedt.2011.01.017doi:10.1016/j.nedt.2011.01.017doi:10.1016/j.nedt.2011.01.017doi:10.1016/j.nedt.2011.01.017

Bland, A.J., Topping, A. & Wood, B (2011). A concept analysis of simulation as a learning strategy in the education of Bland, A.J., Topping, A. & Wood, B (2011). A concept analysis of simulation as a learning strategy in the education of Bland, A.J., Topping, A. & Wood, B (2011). A concept analysis of simulation as a learning strategy in the education of Bland, A.J., Topping, A. & Wood, B (2011). A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students. undergraduate nursing students. undergraduate nursing students. undergraduate nursing students. Nurse Education Today, 31Nurse Education Today, 31Nurse Education Today, 31Nurse Education Today, 31(7), pp.664(7), pp.664(7), pp.664(7), pp.664----670, doi:10.1016/j.nedt.2010.10.013670, doi:10.1016/j.nedt.2010.10.013670, doi:10.1016/j.nedt.2010.10.013670, doi:10.1016/j.nedt.2010.10.013

Bland, A.J., Topping, A. & Bland, A.J., Topping, A. & Bland, A.J., Topping, A. & Bland, A.J., Topping, A. & TobbellTobbellTobbellTobbell, J. (2014). Time to unravel the conceptual confusion of authenticity and fidelity and , J. (2014). Time to unravel the conceptual confusion of authenticity and fidelity and , J. (2014). Time to unravel the conceptual confusion of authenticity and fidelity and , J. (2014). Time to unravel the conceptual confusion of authenticity and fidelity and their contribution to learning within simulationtheir contribution to learning within simulationtheir contribution to learning within simulationtheir contribution to learning within simulation----based nurse education. A discussion paper. based nurse education. A discussion paper. based nurse education. A discussion paper. based nurse education. A discussion paper. Nurse Education Today, Nurse Education Today, Nurse Education Today, Nurse Education Today, 34343434(7), pp.1112(7), pp.1112(7), pp.1112(7), pp.1112----1118, doi:10.1016/j.nedt.2014.03.0071118, doi:10.1016/j.nedt.2014.03.0071118, doi:10.1016/j.nedt.2014.03.0071118, doi:10.1016/j.nedt.2014.03.007

HusebøHusebøHusebøHusebø S. E., F. S. E., F. S. E., F. S. E., F. Friberg,EFriberg,EFriberg,EFriberg,E. . . . SøreideSøreideSøreideSøreide, , , , H.RystedtH.RystedtH.RystedtH.Rystedt. (2012) . (2012) . (2012) . (2012) Instructional Problems in Briefings: How to Prepare Nursing Instructional Problems in Briefings: How to Prepare Nursing Instructional Problems in Briefings: How to Prepare Nursing Instructional Problems in Briefings: How to Prepare Nursing Students for SimulationStudents for SimulationStudents for SimulationStudents for Simulation----Based Based Based Based CardiopulmonaryCardiopulmonaryCardiopulmonaryCardiopulmonary ResuscitationResuscitationResuscitationResuscitation Training. Training. Training. Training. ClinicalClinicalClinicalClinical Simulation in Simulation in Simulation in Simulation in NursingNursingNursingNursing, 8, 8, 8, 8(7), (7), (7), (7), pp.e307pp.e307pp.e307pp.e307----e318, doi:10.1016/j.ecns.2010.12.002e318, doi:10.1016/j.ecns.2010.12.002e318, doi:10.1016/j.ecns.2010.12.002e318, doi:10.1016/j.ecns.2010.12.002


32

NESTLED

Referencer

Humphreys M. (2013). Developing an educational framework for the teaching ofHumphreys M. (2013). Developing an educational framework for the teaching ofHumphreys M. (2013). Developing an educational framework for the teaching ofHumphreys M. (2013). Developing an educational framework for the teaching of

simulation within nurse education. simulation within nurse education. simulation within nurse education. simulation within nurse education. Open Journal of Nursing, 3Open Journal of Nursing, 3Open Journal of Nursing, 3Open Journal of Nursing, 3)4), pp.363 )4), pp.363 )4), pp.363 )4), pp.363 ----371, 371, 371, 371, doidoidoidoi: 10.4236/ojn.2013.34049: 10.4236/ojn.2013.34049: 10.4236/ojn.2013.34049: 10.4236/ojn.2013.34049

Jeffries, P. (2005). A framework for designing, implementing and evaluating simulations used as teaching strategies in Jeffries, P. (2005). A framework for designing, implementing and evaluating simulations used as teaching strategies in Jeffries, P. (2005). A framework for designing, implementing and evaluating simulations used as teaching strategies in Jeffries, P. (2005). A framework for designing, implementing and evaluating simulations used as teaching strategies in

nursing. nursing. nursing. nursing. Nursing Education Perspectives, 26Nursing Education Perspectives, 26Nursing Education Perspectives, 26Nursing Education Perspectives, 26(2), pp.76(2), pp.76(2), pp.76(2), pp.76----103103103103

KaakinenKaakinenKaakinenKaakinen, J. & , J. & , J. & , J. & ArwoodArwoodArwoodArwood, E. (2009). Systematic review of nursing simulation literature for use of learning theory. , E. (2009). Systematic review of nursing simulation literature for use of learning theory. , E. (2009). Systematic review of nursing simulation literature for use of learning theory. , E. (2009). Systematic review of nursing simulation literature for use of learning theory. International International International International Journal of Nursing Education Scholarship, 6Journal of Nursing Education Scholarship, 6Journal of Nursing Education Scholarship, 6Journal of Nursing Education Scholarship, 6(1), (1), (1), (1), doidoidoidoi: 10.2202/1548: 10.2202/1548: 10.2202/1548: 10.2202/1548----723X.1688723X.1688723X.1688723X.1688

MarianiMarianiMarianiMariani B., Cantrell M.A., B., Cantrell M.A., B., Cantrell M.A., B., Cantrell M.A., MeakimMeakimMeakimMeakim C., Prieto P. & C., Prieto P. & C., Prieto P. & C., Prieto P. & DreifuerstDreifuerstDreifuerstDreifuerst K.T. (2013). Structured debriefing and students’ clinical judgment K.T. (2013). Structured debriefing and students’ clinical judgment K.T. (2013). Structured debriefing and students’ clinical judgment K.T. (2013). Structured debriefing and students’ clinical judgment

abilities in Simulation. abilities in Simulation. abilities in Simulation. abilities in Simulation. Clinical Simulation in Nursing, 9Clinical Simulation in Nursing, 9Clinical Simulation in Nursing, 9Clinical Simulation in Nursing, 9(5), pp.e147(5), pp.e147(5), pp.e147(5), pp.e147----e155, doi:10.1016/j.ecns.2011.11.009e155, doi:10.1016/j.ecns.2011.11.009e155, doi:10.1016/j.ecns.2011.11.009e155, doi:10.1016/j.ecns.2011.11.009

Miller, A. & Bull, R.M (2013). Do you want to play? Factors influencing nurse academics adoption of simulation in their Miller, A. & Bull, R.M (2013). Do you want to play? Factors influencing nurse academics adoption of simulation in their Miller, A. & Bull, R.M (2013). Do you want to play? Factors influencing nurse academics adoption of simulation in their Miller, A. & Bull, R.M (2013). Do you want to play? Factors influencing nurse academics adoption of simulation in their

teaching practices. teaching practices. teaching practices. teaching practices. Nurse Education Today, 33Nurse Education Today, 33Nurse Education Today, 33Nurse Education Today, 33(3), pp.241(3), pp.241(3), pp.241(3), pp.241----246, doi:10.1016/j.nedt.2011.11.001246, doi:10.1016/j.nedt.2011.11.001246, doi:10.1016/j.nedt.2011.11.001246, doi:10.1016/j.nedt.2011.11.001

Roberts, D. & Greene, L. (2010). The theatre of highRoberts, D. & Greene, L. (2010). The theatre of highRoberts, D. & Greene, L. (2010). The theatre of highRoberts, D. & Greene, L. (2010). The theatre of high----fidelity simulation education. fidelity simulation education. fidelity simulation education. fidelity simulation education. Nurse Education Today, 31Nurse Education Today, 31Nurse Education Today, 31Nurse Education Today, 31(7), pp.694(7), pp.694(7), pp.694(7), pp.694----698, 698, 698, 698,

doi:10.1016/j.nedt.2010.06.003.doi:10.1016/j.nedt.2010.06.003.doi:10.1016/j.nedt.2010.06.003.doi:10.1016/j.nedt.2010.06.003.

Topping Topping Topping Topping et al (2015). et al (2015). et al (2015). et al (2015). Towards identifying nurse educator competencies required for simulationTowards identifying nurse educator competencies required for simulationTowards identifying nurse educator competencies required for simulationTowards identifying nurse educator competencies required for simulation----based learning : A based learning : A based learning : A based learning : A

systemisedsystemisedsystemisedsystemised rapid review and synthesisrapid review and synthesisrapid review and synthesisrapid review and synthesis

Nurse Education Today 35 (2015) 1108Nurse Education Today 35 (2015) 1108Nurse Education Today 35 (2015) 1108Nurse Education Today 35 (2015) 1108––––1113111311131113

WaltonWaltonWaltonWalton, J., Chute, E., Ball, L., (2011). Negotiating the role of the professional nurse: the pedagogy of simulation: a grounded , J., Chute, E., Ball, L., (2011). Negotiating the role of the professional nurse: the pedagogy of simulation: a grounded , J., Chute, E., Ball, L., (2011). Negotiating the role of the professional nurse: the pedagogy of simulation: a grounded , J., Chute, E., Ball, L., (2011). Negotiating the role of the professional nurse: the pedagogy of simulation: a grounded

theory study. theory study. theory study. theory study. Journal of Professional Nursing, 27Journal of Professional Nursing, 27Journal of Professional Nursing, 27Journal of Professional Nursing, 27(5), pp.299(5), pp.299(5), pp.299(5), pp.299----310, doi:10.1016/j.profnurs.2011.04.005310, doi:10.1016/j.profnurs.2011.04.005310, doi:10.1016/j.profnurs.2011.04.005310, doi:10.1016/j.profnurs.2011.04.005


33

facilitatorensrolle ved simulationsbaseret...

Documents