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Mindful moments — enhancing deliberate practice in simulation learning

dc.contributor.authorMcKendrick-Calder, Lisa
dc.contributor.authorPollard, Cheryl
dc.contributor.authorShumka, Christine
dc.contributor.authorMcDonald, Mandy
dc.contributor.authorCarlson, Susan
dc.contributor.authorWinton, Shelley
dc.date.accessioned2020-02-12
dc.date.accessioned2022-05-31T00:59:15Z
dc.date.available2022-05-31T00:59:15Z
dc.date.issued2019
dc.description.abstractStress is a significant factor in the effectiveness of simulated learning experiences (Cantrell, Meyer, & Mosack, 2017; Shearer, 2016). Affected by stressors, students’ mental energies are drawn away from actively engaging in deliberate practice opportunities. By decreasing students’ overall stress levels, we theorized that their performance would improve. Examples of improved performance included increased engagement in deliberate practice activities, improved critical thinking, and improved time management skills within a simulation learning environment. We also believed that if students could focus more intentionally on the simulations, the overall learning experience could be enhanced.
dc.format.extent92.78KB
dc.format.mimetypePDF
dc.identifier.citationMcKendrick-Calder, L., Pollard, C., Shumka, C., McDonald, M., Carlson, S., & Winton, S. (2019). Mindful moments: Enhancing deliberate practice in simulation learning. Journal of Nursing Education, 58(7), 431. https://doi.org/10.3928/01484834-20190614-09
dc.identifier.doihttps://doi.org/10.3928/01484834-20190614-09
dc.identifier.urihttps://hdl.handle.net/20.500.14078/1445
dc.languageEnglish
dc.language.isoen
dc.rightsAttribution-NonCommercial (CC BY-NC)
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectstress
dc.subjectmindfulness
dc.subjectsimulated learning
dc.subjectpost secondary education
dc.titleMindful moments — enhancing deliberate practice in simulation learningen
dc.typeArticle

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