oru.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Continuing professional development: pedagogical practices of interprofessional simulation in health care
Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.
Department of Clinical and Experimental Medicine, Linköping University, Linköping, Sweden.
Department of Medical and Health Sciences, Linköping University, Linköping, Sweden; Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.ORCID iD: 0000-0002-1110-0782
Department of Medical and Health Sciences, Linköping University, Linköping, Sweden.
Show others and affiliations
2017 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 39, no 3, p. 303-319Article in journal (Refereed) Published
Abstract [en]

The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration.

Place, publisher, year, edition, pages
Routledge, 2017. Vol. 39, no 3, p. 303-319
Keywords [en]
Continuing professional development, healthcare, interprofessional collaboration, simulation, practice theory, qualitative video analysis
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:oru:diva-69820DOI: 10.1080/0158037X.2017.1333981ISI: 000410888200005Scopus ID: 2-s2.0-85020285455OAI: oai:DiVA.org:oru-69820DiVA, id: diva2:1258503
Funder
Swedish Research CouncilAvailable from: 2018-10-24 Created: 2018-10-24 Last updated: 2018-11-08Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Nyström, SofiaDahlberg, JohannaEdelbring, SamuelHult, HåkanAbrandt Dahlgren, Madeleine

Search in DiVA

By author/editor
Nyström, SofiaDahlberg, JohannaEdelbring, SamuelHult, HåkanAbrandt Dahlgren, Madeleine
In the same journal
Studies in Continuing Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 64 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf