Double Stimulation in Healthcare Emergencies: Fostering Expansive, Collective Tool Use through Simulation-Based Continuing Professional Education

Autor/inn/en	Hopwood, Nick; Dahlberg, Johanna; Blomberg, Marie; Abrandt Dahlgren, Madeleine
Titel	Double Stimulation in Healthcare Emergencies: Fostering Expansive, Collective Tool Use through Simulation-Based Continuing Professional Education
Quelle	In: Pedagogy, Culture and Society, 30 (2022) 1, S.71-87 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hopwood, Nick) ORCID (Abrandt Dahlgren, Madeleine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1805496
Schlagwörter	Medical Services; Simulation; Professional Development; Conflict Resolution; Allied Health Personnel; Workplace Learning; Obstetrics; Foreign Countries; Emergency Programs; Sweden + Suchen Sie Ihr Suchwort? Arzt; Simulation program; Simulationsprogramm; Conflict solving; Konfliktlösung; Konfliktregelung; Geburtshilfe; Ausland; Hilfsprogramm; Schweden
Abstract	This paper explains how simulation-based continuing professional education can enable professionals to overcome significant challenges in healthcare practice. It focuses on pedagogies that address conflicts of motives experienced by teams at work by promoting collective use of protocols and an auxiliary motive to collaborate in agile, relational practices. Data relating to a simulation programme (PROBE) associated with reduced injuries in emergency birth situations are examined. The concept of double stimulation informs analysis of simulated scenarios and linked debriefs. PROBE transforms a commonly used protocol from a memory tool used by individuals to an 'in-between' tool used expansively and collectively across the birthing team. Crucial to this are diverse epistemic levels of mediation that enable teams to resolve conflicted, high-stakes situations through fluid, responsive interactions. Indications in the data that PROBE pedagogies foster transformative agency among health professionals are highlighted and discussed. The paper thus adds to understanding of how double stimulation as a principle of volitional action can be put to work in continuing professional education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01