![Knowledge and Action Join as One ,[object Object],[object Object],[object Object],© 2008 B. Kastenbaum RN, MSN, CNE](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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- 1. Taking Learning to the Next Level Beatrice Kastenbaum, RN, MSN, CNE Introduction to Simulation for New Faculty © 2008 B. Kastenbaum RN, MSN, CNE
- 5. ASU CONHI Simulation Model EDUCATIONAL PRACTICES Active learning Prompt feedback Teacher/student interaction Collaboration High expectations Diverse learning styles Time on task STUDENT OUTCOMES Learning/Knowledge Clinical Decision Making Performance Competency Communication Competency Team Leadership Professional Behavior Patient Safety Self-confidence TEACHER OUTCOMES Evidence Based Practice Scenario Development Guided Reflection Self –confidence Peer Feedback Simulation Design Characteristics Objectives Evidence based practices Fidelity in the simulation environment Complexity Cues Guided Reflection TEACHER Clinical Specialty Technical Savvy Developing Expertise Support—Time, Money Mentorship Communities for Active Learning STUDENT Program/level Age Technical Savvy Culture/Ethnicity Previous experience Model adapted by Kastenbaum, 2006 from Jeffries, 2005 © 2008 B. Kastenbaum RN, MSN, CNE
Notas do Editor
- Early on we realized that simulation is the perfect place for the learner to put knowledge into action and to gain further knowledge as a result of the action.
- Clinical practice—presents novel problems, that are complex, time constrained, specialized and unpredictable. May not always be welcoming for various reasons. Learn by observing role models Clinical judgment—safe, problem solving encounters that require real time assessment and interventions for real clinical problems Simulation—pause to think, think out loud, learn by practicing new knowledge and skills in a safe place, decision moments
- Shows use of a constructivist style of learning that fits with the millennial students.