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Continuing professional development: pedagogical practices of interprofessional simulation in health care
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
Linköpings universitet, Institutionen för klinisk och experimentell medicin, Avdelningen för mikrobiologi och molekylär medicin. Linköpings universitet, Medicinska fakulteten.
Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten. Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
Linköpings universitet, Institutionen för medicin och hälsa. Linköpings universitet, Medicinska fakulteten.
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2017 (engelsk)Inngår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 39, nr 3, s. 303-319Artikkel i tidsskrift (Fagfellevurdert) 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.

sted, utgiver, år, opplag, sider
Routledge, 2017. Vol. 39, nr 3, s. 303-319
Emneord [en]
Continuing professional development, healthcare, interprofessional collaboration, simulation, practice theory, qualitative video analysis
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-138028DOI: 10.1080/0158037X.2017.1333981ISI: 000410888200005OAI: oai:DiVA.org:liu-138028DiVA, id: diva2:1106227
Forskningsfinansiär
Swedish Research Council
Merknad

Funding agencies: Swedish Research Council

Tilgjengelig fra: 2017-06-07 Laget: 2017-06-07 Sist oppdatert: 2018-04-18bibliografisk kontrollert

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

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