Conceptualising learning through simulation: An expansive approach for professional and personal learning

Berragan, Elizabeth (2013) Conceptualising learning through simulation: An expansive approach for professional and personal learning. Nurse Education in Practice, 13 (4). pp. 250-255. ISSN 1471-5953

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Abstract

This paper explores different ways of conceptualising the learning that occurs as student nurses engage in simulation experiences. The conceptual frameworks discussed in this paper draw upon the work of Benner and Sutphen (2007) and Engeström (1994). Benner and Sutphen's work highlights the complex nature of situated knowledge in practice disciplines such as nursing. They suggest that knowledge must be constantly integrated within the curriculum through pedagogies of interpretation, formation, contextualisation and performance. These pedagogies present a framework, which may enhance our understanding of the impact of simulation upon student learning. Engeström's work on activity theory, recognises the links between learning and the environment of work and highlights the possibilities for learning to inspire change, innovation and the creation of new ideas. His notion of expansive learning offers nurse education a means of reconceptualising the learning that occurs during simulation. Together these frameworks present an opportunity for nurse education to articulate and theorise the learning inherent in simulation activities.

Item Type: Article
Article Type: Article
Uncontrolled Keywords: Professional learning; Expansive learning; Simulation
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
R Medicine > RT Nursing
Divisions: Schools and Research Institutes > School of Health and Social Care > Health and Social Care
Research Priority Areas: Learning and Professional Contexts
Depositing User: Phil Davis
Date Deposited: 06 Dec 2017 13:22
Last Modified: 07 Dec 2017 02:51
URI: http://eprints.glos.ac.uk/id/eprint/5208

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