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dc.contributor.authorJones, Indra
dc.contributor.authorAlinier, Guillaume
dc.date.accessioned2011-08-11T11:03:30Z
dc.date.available2011-08-11T11:03:30Z
dc.date.issued2009
dc.identifier.citationJones , I & Alinier , G 2009 , ' Introduction of a new reflective framework to enhance students’ simulation learning : a preliminary evaluation ' , Blended Learning in Practice , no. June , pp. 8-19 .
dc.identifier.otherPURE: 303076
dc.identifier.otherPURE UUID: 4b044dad-8cdd-4197-99fd-1642bf81b352
dc.identifier.urihttp://hdl.handle.net/2299/6147
dc.descriptionOriginal article can be found at : http://www.herts.ac.uk/
dc.description.abstractOver the last decade reflective practice has become an integral component of simulation learning that is aligned to learning outcomes in various undergraduate and post graduate health care curricula at the University of Hertfordshire (UH). Ongoing formative evaluations of learning and teaching methodologies in the simulation context have identified the need for an integrative pedagogic framework in order to maximise reflective learning from simulation approaches. This culminated in the development and design of a reflective simulation framework (RSF) to guide and enhance the students’ abilities, both during and after their simulation learning experiences. A recent preliminary survey (n=42) was conducted with undergraduate nursing and paramedic students to identify the actual and potential use of the RSF. The data collected indicated that the majority of students are in favour of using the framework for addressing a variety of learning needs, including knowledge development, reflective assignments, and more particularly for feedback and review of the simulation experience and clinical practice issues. The aspects of the framework less favourably scored related to the embedding of reflective learning and planning future actions, suggesting that some students use the framework more for their immediate practical needs rather than for the intermediate planning and longer term applications of reflective practice such as synthesis of learning. That is not to say that students do not think about those aspects of the reflective process and further in-depth studies are strongly recommended for exploring these results in more details.en
dc.language.isoeng
dc.relation.ispartofBlended Learning in Practice
dc.rightsOpen
dc.titleIntroduction of a new reflective framework to enhance students’ simulation learning : a preliminary evaluationen
dc.contributor.institutionDepartment of Allied Health Professions and Midwifery
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.description.statusPeer reviewed
dc.description.versiontypeFinal Accepted Version
dcterms.dateAccepted2009
rioxxterms.versionAM
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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