background aim and method results conclusions

HELSINGIN YLIOPISTO
HELSINGFORS UNIVERSITET
UNIVERSITY OF HELSINKI
KÄYTTÄYTYMISTIETEELLINEN TIEDEKUNTA
BETEENDEVETENSKAPLIGA FAKULTETEN
FACULTY OF BEHAVIOURAL SCIENCES
HEALTH CARE STUDENTS’
PERCEPTIONS ABOUT STUDYING
IN NURSING SIMULATIONS
Sari Kiias,
Marianne Teräs,
Leila Pehkonen,
University of Helsinki/Institute of
Behavioural Sciences
Paula Poikela,
Lapland University of Applied
Sciences
BACKGROUND
CONCLUSIONS
Simulations have become a popular method in
health care studies. They are learning
situations which mimic authentic work cases
and situations in which students can practice
procedures that they need in their work.
Simulations are found to be beneficial in
learning practical skills, teamwork and
decision making. Challenges are, for example,
personnel and economic resources. There are
three types of simulations: living, virtual and
computer-based simulations. In virtual
simulations patient simulators are used. (Teräs
et al 2013).
Teachers and educators need to become aware
of these hindering issues and to discuss in
advance about them with students to fully
benefit potential of simulations.
From practical points of view teachers could
enhance the authenticity of simulations by
providing the multiple roles and perspectives
of experts, supporting the collaborative
construction of knowledge and coaching and
scaffolding at critical times, as Herrington and
Olivier (2000) has suggested. To decrease the
tension of students, simulations could be
conducted more often so that the students
would get used to them as a method. Trainers
need to pay attention to the organization of
simulation days, for example, shorter days and
less waiting times.
This empirical study explored students’
perceptions about the method after using a
patient simulator.
Figure 2. A Questionnaire
RESULTS
The results showed that the students perceived
the simulation method as a good bridge
between academic and practical studies; they
also appreciated ability to develop one’s selfconfidence and “learning and using teamwork
skills”, as one of the students put it.
Figure 1. A Patient Simulator
AIM AND METHOD
The aim was to examine students’ views about
promoting and hindering learning in
simulations. The framework of the study was
Herrington and Oliver’s (2000) the authentic
learning environment model. The study
method was a semi-structured equestionnaire. The analysis followed a
phenomenographical method.
The participants were 16 health care students
in a Finnish University of Applied Sciences
However, to reach a desired outcome,
implementation needs to be realistic and
faithful to authentic work situations. The
students pointed out three hindering issues:
authenticity, feelings and organization of
simulations. One of the students answered that
“practicing with a manikin felt unnatural”.
Another student pointed out that simulation
“practices cause stage fever, focus is only on
tension”.
One major issue was also the organization of
simulations. The students brought out that
better implementation of simulations would be
useful. For example, “sometimes briefing is too
narrow” and “instruments are lacking and one
needs to apply too much when right
instruments are not available”.
REFERENCE
Herrington, J., & Oliver, R. (2000). An
Instructional design framework for authentic
learning environments. Educational
Technology Research and Development,
48(3), 23-48.
Teräs, M., Poikela, P. & Lahtela, M. (2013).
Avattaren avulla ammattilaiseksi?
Simulaatiovälitteinen oppiminen terveysalalla
[Developing into a professional via avatar?
Simulation-mediated learning in health care].
Ammattikasvatuksen aikakauskirja 15(3), 6680.
Figure 3. Simulation is reflected in a group
Presented at NordYrk Conference, 10.-12.6.2015,
Helsinki, Finland.