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Title
Abstract
Introduction
Layer 1: Background
Sociomaterial Approach
Concluding Discussion: Complex Spaces
References

Simulation: A complex pedagogical space

Profile image of Donna RooneyDonna Rooney

Australasian Journal of Educational Technology

https://doi.org/10.14742/AJET.4470
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12 pages

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Abstract

Simulation is a pedagogy that has been widely used in a number of educational settings (e.g., aviation, transport, social work, nursing education). While it can take numerous forms, it often involves an assortment of high-tech equipment (e.g., flight simulators, manikins) that seek to replicate real settings. Specifically, this paper provides an empirically driven exploration of how simulation laboratories, used in the professional education of nurses, and medical and other health professionals in higher education settings, are practised. Informed by sociomaterial understandings, the paper problematises and disrupts homogeneous understandings of the simulation space as found in much of the health sciences literature. This is done by providing a number of layers ranging from accounts of simulation in literature and empirically driven accounts of simulation in action through to more abstract discussion. The paper is attentive to both the distinct materiality of the spaces involved and...

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    Camilla Olaussen

    JMIR Research Protocols, 2022

    Background: Critical thinking is a crucial skill in the nursing profession, so teaching strategies and methodology must be carefully considered when training and preparing nursing students to think critically. Studies on simulation-based learning supported by technology are increasing in nursing education, but no scoping reviews have mapped the literature on simulation-based learning supported by technology to enhance critical thinking in nursing students. Objective: The proposed scoping review aims to systematically map research on the use of simulation-based learning supported by technology to enhance critical thinking in nursing students. Methods: The proposed scoping review will use the framework established by Arksey and O'Malley and will be reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, EMBASE, PsycINFO, and Web of Science databases. Pairs of authors independently selected the articles by screening titles, abstracts, full-text papers, and extract data. The data will be analyzed and thematically categorized. Results: The development of a comprehensive and systematic search strategy was completed in June 2021. The database searches were performed in July 2021, and the screening of titles and abstracts was completed in September 2021. Charting the data began in February 2022. Analysis and synthesis will be performed sequentially, and the scoping review is expected to be complete by May 2023. Conclusions: The results of this proposed scoping review may identify gaps in the literature and provide an overview of research on the topic of simulation-based learning supported by technology to enhance critical thinking in nursing students. The research may identify nursing students' reported barriers and enablers for learning critical thinking skills through simulation-based learning supported by technology, and the results may help educators enhance their educational approach through knowledge of students' firsthand experiences and further development of successful teaching strategies in nursing education.

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