Simulation based learning in practice with interprofessional students: organic disruptive simulation and golden teachable moments

Authors

  • Laura Chalmers Robert Gordon University

DOI:

https://doi.org/10.1921/jpts.v16i1.1225

Abstract

Enhancing collaborative practice through Interprofessional education/learning is essential preparation for future health and social work student. This must not only sit within the universities but can be achieved in practice placement areas such as teaching rooms and the coffee room. Simulation based education is used to deliver a suite of low-fidelity simulations in practice for the overt student rehearsal of the multi-disciplinary team meeting. An unexpected outcome of this project was the development of a simulation debriefing technique and coaching style that transcend the boundaries of traditional simulation debriefing to one of coaching conversations and enhancing interprofessional education/learning.

Author Biography

Laura Chalmers, Robert Gordon University

I am a senior lecturer and lead Interprofessional Learning for Robert Gordon University. I am an intensive Care nurse by background with special interest in secondary transport of the critically ill.

My research interests are in values based practice and simulation in practcie settings

Published

2019-05-09

How to Cite

Chalmers, L. (2019). Simulation based learning in practice with interprofessional students: organic disruptive simulation and golden teachable moments. The Journal of Practice Teaching and Learning, 16(1-2), 110-117. https://doi.org/10.1921/jpts.v16i1.1225
Received 2018-12-06
Accepted 2019-01-30
Published 2019-05-09