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Integrated Learning In Simulation: Theoretic Foundations Based On Carper’S Patterns Of Knowing, Shannon Villar
Integrated Learning In Simulation: Theoretic Foundations Based On Carper’S Patterns Of Knowing, Shannon Villar
Master of Arts/Science in Nursing Scholarly Projects
Nursing education is a lifelong process. It is dynamic. Nurse educators strive to develop student-centered collaborative teaching strategies. Simulation serves as strategy to teach clinical reasoning skills and prepare students to provide safe, effective patient care. Increasing patient acuity and lack of clinical sites make simulation an essential and integral part of nursing education. This paper demonstrates the value of using Carper’s (1978) fundamental patterns of knowing in nursing as a theoretical foundation for the integration of simulation-based learning experiences in nursing education.
Enhancing Clinical Reasoning Through Debriefing: Student’S Perceptions, Melanie Smerillo
Enhancing Clinical Reasoning Through Debriefing: Student’S Perceptions, Melanie Smerillo
Master of Arts/Science in Nursing Scholarly Projects
As patients become more complex the role of a nurse requires a higher level of clinical reasoning (IOM, 2010). Simulation in nursing education provides opportunities for nursing students to practice clinical reasoning skills (Jeffries, 2007). Both Kolb’s theory of “Experiential Learning” and Benner’s “Novice to Expert” support the use of simulation in nursing curricula. Kolb’s experiential learning theory is “the process whereby knowledge is created through the transformation of experience and knowledge results from the combination of grasping and transforming experience” (Kolb, 1984, p.41). As novice nurses become experts, they learn better with experiences such as complex patient care scenarios, …