The pedagogical ebb and flow of human patient simulation: empowering through a process of fading support
| dc.contributor.author | Parker, Brian | |
| dc.contributor.author | Myrick, Florence | |
| dc.date.accessioned | 2018-12-12 | |
| dc.date.accessioned | 2022-05-31T00:01:04Z | |
| dc.date.available | 2022-05-31T00:01:04Z | |
| dc.date.issued | 2012 | |
| dc.description.abstract | The use of the high-fidelity human patient simulator (HPS)-based clinical scenario in undergraduate nursing education is a powerful learning tool, well suited to modern nursing students’ preference for immersive construction of knowledge through the provision of contextually rich reality-based practice and social discourse. The purpose of this study was to explore the social–psychological processes that occur within HPS-based clinical scenarios. Grounded theory method was used to study students and faculty sampled from a Western Canadian baccalaureate nursing program. The process of leveled coding generated a substantive theory that has the potential to enable educators to empower students through the use of fading support, a twofold process composed of adaptive scaffolding and dynamic assessment that challenges students to realistically self-regulate and transform their frame of reference for nursing practice, while limiting the threats that traditional HPS-based curriculum can impose. | |
| dc.description.uri | https://library.macewan.ca/full-record/edswsc/000306142500002 | |
| dc.identifier.citation | Parker, B. C., & Myrick, F. (2012). The pedagogical ebb and flow of human patient simulation: empowering through a process of fading support. Journal of Nursing Education, 51(7), 365-372. doi:10.3928/01484834-20120509-01 | |
| dc.identifier.doi | https://doi.org/10.3928/01484834-20120509-01 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14078/1243 | |
| dc.language | English | |
| dc.language.iso | en | |
| dc.rights | All Rights Reserved | |
| dc.subject | human patient simulator (HPS) | |
| dc.subject | post secondary education | |
| dc.title | The pedagogical ebb and flow of human patient simulation: empowering through a process of fading support | en |
| dc.type | Article |