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    The Role of Simulation in Pedagogies of Higher Education for the Health Professions: Through a Practice-Based Lens

    250284.pdf (511.7Kb)
    Access Status
    Open access
    Authors
    Rooney, D.
    Hopwood, N.
    Boud, D.
    Kelly, Michelle
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Rooney, D. and Hopwood, N. and Boud, D. and Kelly, M. 2015. The Role of Simulation in Pedagogies of Higher Education for the Health Professions: Through a Practice-Based Lens. Vocations and Learning. 8 (3): pp. 269-285.
    Source Title
    Vocations and Learning
    DOI
    10.1007/s12186-015-9138-z
    School
    School of Nursing and Midwifery
    Remarks

    The final publication is available at Springer via http://doi.org/10.1007/s12186-015-9138-z

    URI
    http://hdl.handle.net/20.500.11937/50535
    Collection
    • Curtin Research Publications
    Abstract

    The preparation of future professionals for practice is a key focus of higher education institutions. Among a range of approaches is the use of simulation pedagogies. While simulation is often justified as a direct bridge between higher education and professional practice, this paper questions this easy assumption. It develops a conceptually driven argument to cast new light on simulation and its unarticulated potential in professional formation. The argument unfolds in, and is illustrated via, three accounts of a simulation event in an Australian undergraduate nursing program. This begins with a familiar approach, moves to one that problematizes this through a focus on disruption, culminating in a third that draws on socio-material theorisations. Here, simulation is conceived as emergent, challenging stable notions of fidelity, common in simulation literature. New possibilities of simulation in the production of agile practitioners and learners in practice are surfaced. This paper extends and enriches thinking by providing distinctive new ways of understanding simulation and the relationship it affords between education and professional practice, and by illuminating the untapped potential of simulation for producing agile practitioners.

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