Conceptualising learning through simulation: An expansive approach forprofessional and personal learning

Berragan, Liz; Berragan, Elizabeth

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. © 2013 Elsevier Ltd.

• Journal Article Type: Article
• Publication Date: Jul 1, 2013
• Publicly Available Date: Jun 7, 2019
• Journal: Nurse Education in Practice
• Print ISSN: 1471-5953
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 13
• Issue: 4
• Pages: 250-255
• DOI: https://doi.org/10.1016/j.nepr.2013.01.004
• Keywords: simulation, learning nursing
• Public URL: https://uwe-repository.worktribe.com/output/930216
• Publisher URL: http://dx.doi.org/10.1016/j.nepr.2013.01.004
• Additional Information: Additional Information : NOTICE: this is the author’s version of a work that was accepted for publication in Nurse Education in Practice. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Nurse Education in Practice, [13, 4, (July 2013)] DOI: 10.1016/j.nepr.2013.01.004