Cristin-prosjekt-ID: 2508734
Sist endret: 9. april 2021, 14:46

Cristin-prosjekt-ID: 2508734
Sist endret: 9. april 2021, 14:46
Prosjekt

Describe, interpret and synthesise the current research findings of emotions impact on adult students learning in scenario-based simulation in health professional education

prosjektleder

Anine Madsgaard
ved Senter for diakoni og profesjonell praksis ved VID vitenskapelige høgskole

prosjekteier / koordinerende forskningsansvarlig enhet

  • VID vitenskapelige høgskole

Klassifisering

Vitenskapsdisipliner

Sykepleievitenskap

Emneord

sykepleiestudent • Følelser • Simulering

Kategorier

Prosjektkategori

  • Doktorgradsprosjekt

Tidsramme

Aktivt
Start: 23. november 2018 Slutt: 31. desember 2021

Beskrivelse Beskrivelse

Tittel

Describe, interpret and synthesise the current research findings of emotions impact on adult students learning in scenario-based simulation in health professional education

Vitenskapelig sammendrag

PROSPERO 2018 CRD42018107758

Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42018107758

Review question

Describe, interpret and synthesise the current Research findings of empirical evidence on emotions impact on adult students learning in simulation based Learning in Health Professional education.

Types of study to be included

Included: Peer reviewed articles. Emperical literature

Excluded: Books and books Chapters, conference proceeding, short papers, grey literature, reports and editorials.

Condition or domain being studied

Simulation Based Learning (SBL) facilitates the students to construct their own knowledge by performing action based knowledge. Simulation is a Learning method where students self-report high learning outcome. The learning experience occurs in a context where students are emotionally influenced in an event, physical or emotionally significant. A certain degree of emotinal activation is positive for learning, however, if the activation becomes too large, humans will have difficulty responding. hence, motivation may decrease, and students may experience inexpedient emotions. In adult Learning the emotions impact on transformative Learning is highlighted. Simulation is a learning situation where it is assumed that the students feel a certain degree of negative emotions that can prevent learning. There is a call for studies that show why emotions are essential for effective pedagogy and learning, and how emotions are defined and experienced by the students in simulation.

Participants/population

Health professional students; bachelor level and medical students.

Intervention(s), exposure(s)

Issue: Emotions and feelings

Emotions span a wide range; from positive emotions like happiness, hope, joy and satisfaction, to negative emotions like fear, anxiety, sadness, shame and disgust. These emotions will in varying degrees require energy from humans that prevent or promote learning. Adults learn when they are stimulated, activated and motivated, and in adult learning the emotional impact on transformative learning is highlighted.

Comparator(s)/control

None.

Context

Included: Simulation based Learning, simulation based education, healthcare simulation, scenariobased Learning.

Excluded: Virtual Simualtion, Gaming simulation, vignettes.

Main outcome(s)

This review will include studies that empirical examine students learning and scenario based simulation, in order to identify, interpret and synthesize how emotions for learning is emphasized in earlier research. Analyzing findings against learning theory, emotions impact on students` learning in simulation will be emphasis. This will be appropriate and useful for educators in professional health education. Accordingly, simulation in clinical settings are standard, training interprofessional collaboration, skills, patient safety and clinical treatment. Research exploring new knowledge can increase simulation as a learning method, and give implications for clinicians and practitioners working with simulation in clinical context. The outcome intends to increase knowledge of learning in simulation, in both an educational and clinical setting.

 

 

prosjektdeltakere

prosjektleder

Anine Madsgaard

  • Tilknyttet:
    Prosjektleder
    ved Senter for diakoni og profesjonell praksis ved VID vitenskapelige høgskole
  • Tilknyttet:
    Prosjektdeltaker
    ved Fakultet for helsefag ved VID vitenskapelige høgskole

Kari Røykenes

  • Tilknyttet:
    Prosjektdeltaker
    ved Fakultet for helsefag ved VID vitenskapelige høgskole
Aktiv cristin-person

Irene Hunskår

  • Tilknyttet:
    Prosjektdeltaker
    ved VID vitenskapelige høgskole

Hilde Smith-Strøm

  • Tilknyttet:
    Prosjektdeltaker
    ved Fakultet for helsefag ved VID vitenskapelige høgskole
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