Simulation-based learning: a case study, part 3

Research output: Contribution to journalArticle

Abstract

Abstract: The purpose of this study, presented in this series of three articles, was to explore the concept of clinical simulation in the setting where it was applied, that is, the clinical environment. A case study approach, consisting of a purposive sample of midwifery lecturers, midwife mentors and student midwives was adopted and data were collected by qualitatively driven methods which included interviews and focus groups. Categorical aggregation of interview and focus group data provided the basis for developing the thematic analysis. In part 1 and part 2 of this series, data were presented relating to the role of clinical simulation in preparation for, and application to, clinical practice. This third article explores the influence of simulation on learning in the workplace, where it was found that simulation-based learning (SBL) had a positive impact, and that it perhaps offered an interface between the university and practice placement. There was also evidence to suggest that simulation facilitated the mentors' teaching role.
Original languageEnglish
Pages (from-to)654-658
Number of pages5
JournalBritish Journal of Midwifery
Volume20
Issue number9
DOIs
Publication statusPublished - 2012

Fingerprint

Midwifery
Mentors
Learning
Focus Groups
Interviews
Workplace
Teaching
Students

Keywords

  • Education, Clinical
  • Patient Simulation
  • Learning
  • Education, Midwifery
  • Human
  • Case Studies
  • Interviews
  • Focus Groups
  • Thematic Analysis
  • Mentorship
  • Qualitative Studies

Cite this

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title = "Simulation-based learning: a case study, part 3",
abstract = "Abstract: The purpose of this study, presented in this series of three articles, was to explore the concept of clinical simulation in the setting where it was applied, that is, the clinical environment. A case study approach, consisting of a purposive sample of midwifery lecturers, midwife mentors and student midwives was adopted and data were collected by qualitatively driven methods which included interviews and focus groups. Categorical aggregation of interview and focus group data provided the basis for developing the thematic analysis. In part 1 and part 2 of this series, data were presented relating to the role of clinical simulation in preparation for, and application to, clinical practice. This third article explores the influence of simulation on learning in the workplace, where it was found that simulation-based learning (SBL) had a positive impact, and that it perhaps offered an interface between the university and practice placement. There was also evidence to suggest that simulation facilitated the mentors' teaching role.",
keywords = "Education, Clinical, Patient Simulation, Learning, Education, Midwifery, Human, Case Studies, Interviews, Focus Groups, Thematic Analysis, Mentorship, Qualitative Studies",
author = "Angela Dow",
note = "pictorial; research; tables/charts. Journal Subset: Core Nursing; Double Blind Peer Reviewed; Europe; Nursing; Peer Reviewed; UK & Ireland. Special Interest: Obstetric Care. NLM UID: 9508877.",
year = "2012",
doi = "10.12968/bjom.2012.20.9.654",
language = "English",
volume = "20",
pages = "654--658",
journal = "British Journal of Midwifery",
issn = "0969-4900",
publisher = "Mark Allen Healthcare",
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Simulation-based learning: a case study, part 3. / Dow, Angela.

In: British Journal of Midwifery, Vol. 20, No. 9, 2012, p. 654-658.

Research output: Contribution to journalArticle

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N2 - Abstract: The purpose of this study, presented in this series of three articles, was to explore the concept of clinical simulation in the setting where it was applied, that is, the clinical environment. A case study approach, consisting of a purposive sample of midwifery lecturers, midwife mentors and student midwives was adopted and data were collected by qualitatively driven methods which included interviews and focus groups. Categorical aggregation of interview and focus group data provided the basis for developing the thematic analysis. In part 1 and part 2 of this series, data were presented relating to the role of clinical simulation in preparation for, and application to, clinical practice. This third article explores the influence of simulation on learning in the workplace, where it was found that simulation-based learning (SBL) had a positive impact, and that it perhaps offered an interface between the university and practice placement. There was also evidence to suggest that simulation facilitated the mentors' teaching role.

AB - Abstract: The purpose of this study, presented in this series of three articles, was to explore the concept of clinical simulation in the setting where it was applied, that is, the clinical environment. A case study approach, consisting of a purposive sample of midwifery lecturers, midwife mentors and student midwives was adopted and data were collected by qualitatively driven methods which included interviews and focus groups. Categorical aggregation of interview and focus group data provided the basis for developing the thematic analysis. In part 1 and part 2 of this series, data were presented relating to the role of clinical simulation in preparation for, and application to, clinical practice. This third article explores the influence of simulation on learning in the workplace, where it was found that simulation-based learning (SBL) had a positive impact, and that it perhaps offered an interface between the university and practice placement. There was also evidence to suggest that simulation facilitated the mentors' teaching role.

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