BldgAltEntf E042: Per Anhalter durch die Bildung

@article{Killam2021,

title = {Virtual Simulations to Replace Clinical Hours in a Family Assessment Course: Development Using H5P, Gamification, and Student Co-Creation},

author = {Laura A. Killam and Marian Luctkar-Flude},

url = {https://doi.org/10.1016/j.ecns.2021.02.008

https://www.youtube.com/watch?v=KijC4y1hDBo},

doi = {10.1016/j.ecns.2021.02.008},

year  = {2021},

date = {2021-04-08},

urldate = {2021-04-08},

journal = {Clinical Simulation in Nursing},

volume = {57},

pages = {59–65},

abstract = {Quality clinical placements have become increasingly challenging to locate, supervise, and learn from. The purpose of this article is twofold: (1) to describe the process used to develop virtual simulations for a family assessment course using H5P technology; and (2) to describe how gamification was used to leverage student creativity as scenario creators and actors. Anecdotally, the use of H5P technology and students as simulation co-creators has improved the learning experience in a first-year family assessment course.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Dreifuerst2020,

title = {Using Debriefing for Meaningful Learning With Screen-Based Simulation},

author = {Kristina T. Dreifuerst and Cynthia S. Bradley and Brandon K. Johnson},

url = {https://dx.doi.org/10.1097/NNE.0000000000000930},

doi = {10.1097/NNE.0000000000000930},

year  = {2020},

date = {2020-10-22},

urldate = {2020-10-22},

journal = {Nurse Educator: 7/8 2021},

volume = {46},

number = {4},

pages = {239–244},

abstract = {Background 

COVID-19 has led to increased use of screen-based simulation. However, the importance of including a robust debriefing as a component of these simulations is often neglected.



Problem 

Failing to include debriefing with screen-based simulation could negatively impact student learning outcomes.



Approach 

Debriefing, including recollection, discussion to reveal understanding, feedback and reflection, is a process of helping learners make sense of learned content and knowledge as it is applied to the patient care experience. Debriefing for Meaningful Learning (DML) is an evidence-based method derived from theory, which can be easily incorporated into screen-based simulation to augment the clinical learning experience.



Conclusion 

By guiding learners to consistently engage in DML, clinical decisions and actions taken during virtual simulations can be uncovered, discussed, challenged, corrected, and explored. Including a synchronous, structured debriefing like DML ensures that screen-based simulation results in meaningful learning in addition to performance feedback to foster safe and quality patient care.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Rolland1987,

title = {Chronic Illness and the Life Cycle: A Conceptual Framework},

author = {John S. Rolland},

url = {https://doi.org/10.1111/j.1545-5300.1987.00203.x},

doi = {10.1111/j.1545-5300.1987.00203.x},

year  = {1986},

date = {1986-12-30},

journal = {Family Process},

volume = {26},

pages = {203–221},

abstract = {This article provides a conceptual framework for thinking about the system created at the interface of chronic illness with the family life cycle. First, a psychosocial typology and time phases of illness schema is described as a necessary, preliminary step to create a common language that bridges the worlds of illness, individual, and family development. This schema organizes similarities and differences between diseases in a manner useful to psychosocial-developmental rather than biomedical inquiry. Then, drawing on several major life-cycle theories in the literature, key concepts (periods of transition, life-structure building and maintaining, centripetality, and centrifugality) are used in a complementary fashion to link these three lines of development. Equipped with these psychosocial languages, consideration is given to transgenerational aspects of illness, loss, and crisis, and the interwoven threads of illness, family, and individual development. Clinical vignettes are provided to highlight this conceptual framework.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}