SwePub
Sök i SwePub databas

  Utökad sökning

Träfflista för sökning "WFRF:(Rystedt Hans 1951 ) srt2:(2001-2004)"

Sökning: WFRF:(Rystedt Hans 1951 ) > (2001-2004)

  • Resultat 1-5 av 5
Sortera/gruppera träfflistan
   
NumreringReferensOmslagsbildHitta
1.
  • Rystedt, Hans, 1951 (författare)
  • Bridging practices: Simulations in education for the healtcare professions
  • 2002
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The gap between formal education and work is often referred to as an obstacle for learning proficient work performance. The possibilities of simulations to create virtual worlds for learning have been assumed to be beneficial, especially in complex technological environments in which the demands on safety for humans are extensive. In spite of extensive prior research on simulations, it is argued in this thesis that there is still a need for improved understandings of the concrete conditions for how simulations may contribute to bridging the gap between education and work. An educational program for registered nurses to become nurse specialists served as the empirical case. These students were situated in a phase of transition between different professional identities, achieving their specialist qualification by means of theoretical studies and by practicing in clinical settings. Of central concern is the question as to how the use of simulations may change the relations between these realms of education and work and the consequences thereof. Part One of the thesis provides an explanation of concepts in the design of simulations and an overview of the results of prior research on learning with simulations. The theoretical framework described places the analytical focus on interactively accomplished processes of sense-making and the significance of technologies and other resources in these processes. There are also summaries of the included studies and a discussion of the results. Part Two includes the four studies. The first one is an interview study of registered nurses and concerns how central tasks in nursing practice could be learned by means of simulations. The dynamic and complex character of many tasks was stressed, and simulations were judged to be useful for capturing and learning to manage this complexity. The second study addresses how students’ framing of simulated assignments is fundamental in learning processes. It shows how work experiences can contribute to a framing of assignments as authentic, but also how the one-sided reliance of such experiences is problematic for collaboration and for managing problems in accordance with educational goals. The third study has a methodological focus. It is intended to show how detailed analyses of how participants interactively make sense of simulated events can provide new answers on what students learn from simulations. It is argued that such an approach provides concrete and specific understandings of learning processes that are of great concern in the understanding and design of simulation-based learning environments. The fourth study addresses how the use of simulations may contribute to overcoming the encapsulation of formal education. It highlights how several aspects of the integration of simulations in curricula are decisive for this to take place. It is concluded that simulations provide possibilities for creating new forms of boundary practices that offer unique conditions for learning. Participation in simulation activities affords ways of dealing with the problems on many of the premises of work practice, and also to elaborate these with theoretical means. Simulations can thus be used for bridging the gap between education and work by bringing unfolding patient problems into the seminar room. The development of methods for supervision and the integration of simulations with theoretical content and clinical practice are emphasised as being of crucial importance in realising these possibilities.
  •  
2.
  • Rystedt, Hans, 1951, et al. (författare)
  • Developing nursing expertise in simulation-based learning environments
  • 2003
  • Ingår i: Collaboration and Learning in Virtual Environments. - 9513914208 ; , s. 87-108
  • Konferensbidrag (refereegranskat)abstract
    • The work of nurse anaesthetists is carried out in a highly technological environment, where patient care is provided in close collaboration with other members of hospital staff. The expertise of these nurses and how this is developed is of vital importance. Furthermore, the use of computerised pedagogical tools to support learning within an educational setting is of special interest. The main aim of this paper is to investigate how the use of one of these tools, a simulation based learning environment, can contribute to learning in the domain of anaesthesia care. The study is carried out within the framework of socio-cultural theory. From this perspective, learning is viewed as being situated in communities of practice, where interaction between individuals, and between artefacts and individuals, is considered as central in the learning process. Here, we will present results from a study of how trainee nurse anaesthetists use computer simulations and discuss issues concerning their learning processes. The planning, implementation and debriefing phases of one training session are scrutinised with respect to the framing of problems and implications for learning. The results support the assumption that work in computer based learning environments can influence assessment procedures and decision making skills in significant ways, and that computer-based learning environments provide productive means for goal directed collaborative learning activities.
  •  
3.
  • Rystedt, Hans, 1951-, et al. (författare)
  • Introducing simulation technologies in nurse education : a nursing practice perspective.
  • 2001
  • Ingår i: Nurse education in practice. - : Elsevier BV. - 1873-5223 .- 1471-5953. ; 1:3, s. 134-41
  • Tidskriftsartikel (refereegranskat)abstract
    • Computer simulations have been widely used for training purposes and proliferate in nursing and medicine. To take account of the multifaceted nature of nursing, a participatory design approach was applied in which nursing practice was utilized as a point of departure for exploring the educational value of the new technologies. In an empirical study, nurses with different degrees of experience were interviewed about those tasks within nursing that they perceived as difficult to learn, and how simulation technologies might contribute to learning the management of these. Six aspects of expertise emerged:judging the patient's health status; monitoring care interventions; prioritizing and carrying out interventions efficiently; communicating with patients and their relatives; cooperating with other members of the staff; and managing complexity. Most aspects include dynamic and complex features, and simulations were judged to be useful for capturing these and, subsequently, for training. Other aspects, such as focusing on human interaction, were assessed to be less prolific. Compared to traditio nal teaching media, the dynamic featuresof simulations were judged to be most useful. Training with simulations was regarded as complementary to other forms of instruction, and the curricular integration of simulations decisive in determining their cont ribution to learning in nurse education.
  •  
4.
  •  
5.
  •  
Skapa referenser, mejla, bekava och länka
  • Resultat 1-5 av 5

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.

 
pil uppåt Stäng

Kopiera och spara länken för att återkomma till aktuell vy