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.