Exploration of students’ learning gain following immersive simulation – making feedback count

Dawn Morley, Simon Bettles, Cathrine Derham

    Research output: Contribution to journalArticle

    Abstract

    With an increasing emphasis on the importance of real-world learning in higher education, coupled with demand for placement experience, simulation has become an increasingly popular pedagogy. However, literature is scant on how students feedforward their learning from the simulation debrief into placement. A mixed method study of 108 student nurses explored how feedback from the debriefing contributed to students’ learning from immersive simulation and whether students used this learning in the placement that followed. Immersive simulation refers to the creation of an authentic scenario that affords participants the ability to influence the nature and outcome of the experience. In this case, authenticity, realism and interaction were achieved through the use of actors, high fidelity mannequins, clinicians, medical equipment and replicated clinical environments. Results indicated barriers to feedforward at the two stages of the simulation feedback process and the transition of learning into practice. Recommendations identify measures to strengthen the formative feedback phases between the university and practice settings and further enhance the potential of simulation pedagogy.
    Original languageEnglish
    Pages (from-to)368-384
    Number of pages16
    JournalHigher Education Pedagogies special issue: Assessment and Feedback
    Volume4
    Issue number1
    DOIs
    Publication statusPublished - 14 Oct 2019

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    Cite this

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    Exploration of students’ learning gain following immersive simulation – making feedback count. / Morley, Dawn; Bettles, Simon; Derham, Cathrine.

    In: Higher Education Pedagogies special issue: Assessment and Feedback, Vol. 4, No. 1, 14.10.2019, p. 368-384.

    Research output: Contribution to journalArticle

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