Abstract
Language | English |
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Title of host publication | Interprofessional Simulation in Health Care |
Subtitle of host publication | Materiality, Embodiment, Interaction |
Editors | Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai, Sofia Nyström |
Place of Publication | Cham |
Pages | 91-113 |
Number of pages | 23 |
Volume | 26 |
DOIs | |
Publication status | E-pub ahead of print - 14 Aug 2019 |
Publication series
Name | Professional and Practice-based Learning |
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Publisher | Springer |
Volume | 26 |
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Keywords
- interprofessional simulation
- learning
- simulation pedagogy
- technology-enhanced simulation training
- medical training
- nursing
- digital health
Cite this
}
Doing interprofessional simulation. / Hopwood, Nick; Ahn, Song-ee; Rimpiläinen, Sanna; Dahlberg, Johanna; Nyström, Sofia; Johnson, Ericka.
Interprofessional Simulation in Health Care : Materiality, Embodiment, Interaction. ed. / Madeleine Abrandt Dahlgren; Hans Rystedt; Li Felländer-Tsai; Sofia Nyström. Vol. 26 Cham, 2019. p. 91-113 (Professional and Practice-based Learning ; Vol. 26).Research output: Chapter in Book/Report/Conference proceeding › Chapter
TY - CHAP
T1 - Doing interprofessional simulation
AU - Hopwood, Nick
AU - Ahn, Song-ee
AU - Rimpiläinen, Sanna
AU - Dahlberg, Johanna
AU - Nyström, Sofia
AU - Johnson, Ericka
PY - 2019/8/14
Y1 - 2019/8/14
N2 - This chapter illustrate how the social and material arrangements for interprofessional simulation produces different conditions for learning. The first section focuses on the emerging medical knowing, affective knowing and communicative knowing in the socio-material arrangements of three locations involved in the simulation, i.e. the simulation room, the observation room and the reflection room, during the course of events in the scenario. The second section focuses on emerging rhythms of collaboration. Different ways of relating to the manikin as a technical, medical and human body, and the relevance of these findings for simulation pedagogy are described.
AB - This chapter illustrate how the social and material arrangements for interprofessional simulation produces different conditions for learning. The first section focuses on the emerging medical knowing, affective knowing and communicative knowing in the socio-material arrangements of three locations involved in the simulation, i.e. the simulation room, the observation room and the reflection room, during the course of events in the scenario. The second section focuses on emerging rhythms of collaboration. Different ways of relating to the manikin as a technical, medical and human body, and the relevance of these findings for simulation pedagogy are described.
KW - interprofessional simulation
KW - learning
KW - simulation pedagogy
KW - technology-enhanced simulation training
KW - medical training
KW - nursing
KW - digital health
U2 - 10.1007/978-3-030-19542-7_5
DO - 10.1007/978-3-030-19542-7_5
M3 - Chapter
SN - 9783030195427
VL - 26
T3 - Professional and Practice-based Learning
SP - 91
EP - 113
BT - Interprofessional Simulation in Health Care
A2 - Abrandt Dahlgren, Madeleine
A2 - Rystedt, Hans
A2 - Felländer-Tsai, Li
A2 - Nyström, Sofia
CY - Cham
ER -