Increasing the use of simulation in training

Higginson, Helen ORCID: 0000-0003-2197-6224 (2019) Increasing the use of simulation in training. British Journal of Health Care Assistants, 13 (1). pp. 34-37. ISSN 1753-1586

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Higginson H Simulation article 17.10.18.pdf - Accepted Version

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Official URL: https://www.magonlinelibrary.com/toc/bjha/13/1

Abstract

The focus of this paper is to explore the role and development of simulated learning within the apprenticeship assistant practitioner foundation degree programme. It will also discuss the challenge of influencing a change in practice within a competency-based learning programme. In order to shape and develop a supportive, effective and indeed inclusive teaching strategy, the use of the simulated learning environment will be incorporated across a number of mandatory nonclinical modules, such as communication, group dynamics and principles of care, among others. The key aims and philosophy behind simulated teaching and learning are to improve competence, communication and confidence and ultimately patient safety within all healthcare environments (Forrest et al, 2013). The aim of this article is: To provide a wider understanding of the simulated learning environment To give an overview of how simulated learning can be incorporated into non-clinical teaching modules To demonstrate how the concept of simulation can widen participation and allow students to experience and flourish in a non-traditional environment. Key words Simulated learning Curriculum Trainee assistant practitioners (TAPs) Patient safety Real-life learning Holistic approach

Item Type: Article
Additional Information: This document is the Accepted Manuscript version of a Published Work that appeared in final form in British Journal of Health Care Assistants, copyright © MA Healthcare, after peer review and technical editing by the publisher. To access the final edited and published work see https://www.magonlinelibrary.com/doi/full/10.12968/bjha.2019.13.1.34
Uncontrolled Keywords: simulated learning, curriculum, Trainee assistant practitioners (TAP's), patient safety, real-life learning, holistic approach
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: University of Bolton Research Centres > Centre for Research for Health and Wellbeing
Depositing User: mrs Helen Higginson
Date Deposited: 13 Feb 2019 09:37
Last Modified: 08 Jul 2019 02:30
Identification Number: 10.12968/bjha.2019.13.1.34
URI: http://ubir.bolton.ac.uk/id/eprint/2132

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