University of South Wales (Emeritus Professor USW) and Founding Director & Chief Research & Development Officer (CRDO), Authentic World Ltd, UK.
King's College London, UK; University of East Anglia, UK.
Nurse Educ Pract. 2019 May;37:29-38. doi: 10.1016/j.nepr.2019.04.010. Epub 2019 Apr 24.
The aim of this review and discussion paper is to advance the debate on competence in nursing, simulation education, and literacy in simulation education pedagogy. Building on our previous patient-safety critical translational research work on drug dosage calculation-competence modelling, and safeMedicate virtual learning and diagnostic assessment environment design, we introduce three new concepts. First, we re-conceptualise the cognitive and physical modalities of a theory-practice gap, created by the traditional organisation of health professional education practice. Second, that simulated clinical environments occupy the liminal spaces between the ordered, symbolic and abstract world of the classroom, and the situated, messy world of clinical healthcare practice. Third, technology-enhanced boundary objects (TEBOs) function as simulation pedagogy modalities that (a) support students' transition across the liminal space and boundaries between classroom and practice setting, and (b) support competence development and integration in nursing. We use a constructivist-based clinical simulation education model as a guiding pedagogical framework for applying TEBOs and an integrated nursing competence model. The e-version of the paper has embedded animation and illustrative video content to demonstrate these constructivist principles, using technology and computer animation to make complex education ideas accessible to experienced educators and clinicians, early-stage educators, and nursing and healthcare students.
这篇综述和讨论论文的目的是推进护理能力、模拟教育和模拟教育教学法素养方面的辩论。基于我们之前在药物剂量计算能力建模、安全用药虚拟学习和诊断评估环境设计方面的患者安全关键转化研究工作，我们引入了三个新概念。首先，我们重新概念化了传统的卫生专业教育实践组织所造成的理论与实践之间的认知和物理模式的差距。其次，模拟临床环境占据了课堂秩序、符号和抽象世界与临床医疗实践混乱世界之间的边缘空间。第三，技术增强型边界对象（TEBO）作为模拟教学模式发挥作用，（a）支持学生在边缘空间和课堂与实践环境之间的过渡，以及（b）支持护理能力的发展和整合。我们使用基于建构主义的临床模拟教育模型作为指导教学框架，应用 TEBO 和综合护理能力模型。本文的电子版嵌入了动画和说明性视频内容，以展示这些建构主义原则，使用技术和计算机动画使经验丰富的教育者和临床医生、早期教育者以及护理和医疗保健学生能够理解复杂的教育理念。
