Continuing Professional Development: Pedagogical Practices of Interprofessional Simulation in Health Care

Autor/inn/en	Nyström, Sofia; Dahlberg, Johanna; Edelbring, Samuel; Hult, Håkan; Abrandt Dahlgren, Madeleine
Titel	Continuing Professional Development: Pedagogical Practices of Interprofessional Simulation in Health Care
Quelle	In: Studies in Continuing Education, 39 (2017) 3, S.303-319 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2017.1333981
Schlagwörter	Allied Health Personnel; Health Services; Professional Development; Simulation; Teaching Methods; Professional Continuing Education; Video Technology; Competence; Barriers; Program Effectiveness; Foreign Countries; Observation; Cooperation; Data Analysis; Teacher Role; Role Models; Collegiality; Patients; Equipment; Teamwork; Sweden + Suchen Sie Ihr Suchwort? Health service; Gesundheitsdienst; Gesundheitswesen; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsfeldbezogener Unterricht; Weiterbildung; Kompetenz; Ausland; Beobachtung; Co-operation; Kooperation; Auswertung; Lehrerrolle; Identifikationsfigur; Kollegialität; Patient; Schweden
Abstract	The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01