Students' Experiences of Learning Manual Clinical Skills through Simulation

Autor/inn/en	Johannesson, Eva; Silen, Charlotte; Kvist, Joanna; Hult, Hakan
Titel	Students' Experiences of Learning Manual Clinical Skills through Simulation
Quelle	In: Advances in Health Sciences Education, 18 (2013) 1, S.99-114 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-012-9358-z
Schlagwörter	Psychomotor Skills; Skill Development; Computer Simulation; Clinical Experience; Nursing Students; Undergraduate Students; Student Experience; Learning Processes; Interviews; Content Analysis; Video Technology; Reflection + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Computergrafik; Computersimulation; Studienerfahrung; Learning process; Lernprozess; Interviewing; Interviewtechnik; Inhaltsanalyse
Abstract	Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and thoughts about their learning through simulation skills training. The study was designed for an educational setting at a clinical skills centre. Ten third-year undergraduate nursing students performed urethral catheterisation, using the virtual reality simulator UrecathVision[TM], which has haptic properties. The students practised in pairs. Each session was videotaped and the video was used to stimulate recall in subsequent interviews. The interviews were analysed using qualitative content analysis. The analysis from interviews resulted in three themes: what the students learn, how the students learn, and the simulator's contribution to the students' learning. Students learned manual skills, how to perform the procedure, and professional behaviour. They learned by preparing, watching, practising and reflecting. The simulator contributed by providing opportunities for students to prepare for the skills training, to see anatomical structures, to feel resistance, and to become aware of their own performance ability. The findings show that the students related the task to previous experiences, used sensory information, tested themselves and practised techniques in a hands-on fashion, and reflected in and on action. The simulator was seen as a facilitator to learning the manual skills. The study design, with students working in pairs combined with video recording, was found to enhance opportunities for reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10