Simulated learning as relational inquiry

Date

2012-08-17

Authors

Silvester, Karen

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Abstract

The process of nursing education requires multiple teaching and learning strategies, effective dissemination of information, and meaningful development of knowledge and effective thinking, resulting in nursing graduates who are professional, capable, and able to navigate the increasingly complex health care system. One example of a teaching and learnign strategy is the use of simulation there is limited literature discussing an underlying pedagogy to support learning through the use of simulation technology. In this paper and project, relational inquiry is the foundational pedagogy used for simulated learning experiences to teach surgical nursing skills in an undergraduate nursing program. Relational inquiry as a pedagogy for guiding the learning of nursing students will be discussed. A review of the literature discussing simulation in nursing education will contribute to a description of the value of simulation in undergraduate nursing education. A discussion of surgical nursing will explore the variety of skills and abilities necessary to meet the Canadian Nurse's Association (CNA) (2009) Medical-Surgical nursing competencies and the minimal semester requirements form the Collaboration of Academic Education in Nursing (CAEN) (2011) semester five curriculum. A simulation blueprint will then provide an example of teaching surgical nursing to undergraduate nursing students using simulation guided by relational inquiry pedagogy.

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Keywords

relational inquiry, nursing education, simulation, pedagogy

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