'The mannequin is more lifelike':The significance of fidelity for students' learning in simulation-based training in the social and healthcare programmes.

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Autor/Urheber	Aarkrog, Vibe
Titel	'The mannequin is more lifelike':The significance of fidelity for students' learning in simulation-based training in the social and healthcare programmes.
Quelle	In: Aarkrog , V 2019 , ' 'The mannequin is more lifelike' : The significance of fidelity for students' learning in simulation-based training in the social and healthcare programmes ' , Nordic Journal of Vocational Education and Training , vol. 9 , no. 2 , pp. 1-18 . https://doi.org/10.3384/njvet.2242-458X.19921(2019) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.3384/njvet.2242-458X.19921
Schlagwörter	Social and healthcare programme; Simulation; Fidelity; Erhvervsuddannelse
Abstract	The article concerns simulation-based training using mannequins in the Danish social and healthcare programmes. Simulation-based training is organized in three phases; briefing, scenario, and debriefing. The article focuses on the scenario phase. A central issue in relation to the scenario phase is fidelity; i.e., the degree to which the scenario matches the practice it is intended to simulate. Based on observiews, combining observations with interviews with students and teachers in five Danish social and healthcare colleges, the article addresses the interrelation between fidelity and learning. The analysis shows that high-fidelity simulation has advantages, such as engaging students in learning and enabling them to try out practical skills. However, it is also important to disrupt such high-fidelity simulation during the scenario-phase in order to enhance the learning process, with intentional disruptions providing opportunities for guidance, reflection on practice and linkage to theoretical knowledge. Further studies should compare students' learning outcome in simulations in which the students both perform and reflect in the scenario phase with simulations in which the students merely perform in the scenario phase and reflect afterwards in the debriefing phase.
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