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J Probl Based Learn > Volume 3(1); 2016 > Article
Journal of Problem-Based Learning 2016;3(1): 31-40.
DOI: https://doi.org/10.24313/jpbl.2016.3.1.31    Published online February 29, 2016.
Enhancing critical thinking through simulation
Mee Young Park1, Jane Conway2, Margaret McMillan3
1Ph.D., MN, BN, RN Assistant Professor, Department of Nursing, Cheju Halla University, Republic of Korea
2RN DEd Professor, School of Health, University of New England, Australia
3OAM Ph.D., RN BA MCurr St (Honours) DNE Emeritus Professor, School of Nursing and Midwifery University of Newcastle, Australia
Correspondence  Mee Young Park ,Tel: 82-64-741-7697, Fax: 82-64-741-7659, Email: mypark@chu.ac.kr
© Copyright 2016 International Society for Problem-Based Learning
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Purpose
To adopt an evidence-based approach to evaluation of learning experiences reliant on simulated clinical practices in an under-graduate nursing program and to determine whether the learning events are structured in ways that elicit and make explicit critical thinking and other behaviours related to intended learning outcomes.
Methods
i) An iterative critical evaluation of pedagogy, philosophy and learning events involving simulations to determine the worth of assessment tasks and their alignment to evidence from the literature and the learning outcomes specified in the chosen curriculum blueprint; ii) Literature Review
Results
Appraisal of curriculum leaning goals and outcomes and evidence of outcomes in assessment tasks supported the choice of curriculum model: The capacity for integrating the elements of PBL, critical thinking and medium to high fidelity simulation was demonstrated. Careful construction of simulated learning events address the limitations of clinical placement because it facilitates the development and refinement of clinical judgment acumen. Renewal of a model highlighted the need for staff development in order to support the integration of learning outcomes, encourage development of contemporary stimulus material and enhance opportunities for assessment of critical thinking.
Conclusion
The authors propose further curriculum renewal and adoption of an amended curriculum model that facilitates an integrated approach elevating critical thinking that is integral to addressing learning outcomes that mirror behaviours relevant to real-life practice.
Changing contexts of education and practice in health professional programs require further exploration of the potential of simulation to provide alternative and complementary learning to that acquired through clinical placements.
Keywords: Critical thinking, Clinical placement, Simulation, Problem-based learning
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