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Continuing professional development:: pedagogical practices of interprofessional simulation in health care
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Clinical and Experimental Medicine. Linköping University, Faculty of Medicine and Health Sciences.
Linköping University, Department of Medical and Health Sciences. Linköping University, Faculty of Medicine and Health Sciences. Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
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2017 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126XArticle in journal (Refereed) Epub ahead of print
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.
Keyword [en]
Continuing professional development, healthcare, interprofessional collaboration, simulation, practice theory, qualitative video analysis
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-138028DOI: 10.1080/0158037X.2017.1333981OAI: oai:DiVA.org:liu-138028DiVA: diva2:1106227
Funder
Swedish Research Council
Available from: 2017-06-07 Created: 2017-06-07 Last updated: 2017-06-22Bibliographically approved

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Publisher's full texthttp://dx.doi.org/10.1080/0158037X.2017.1333981

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Nyström, SofiaGustavsson, JohannaEdelbring, SamuelHult, HåkanAbrandt Dahlgren, Madeleine
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Education and Adult LearningFaculty of Educational SciencesDepartment of Clinical and Experimental MedicineFaculty of Medicine and Health SciencesDepartment of Medical and Health Sciences
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Studies in Continuing Education
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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
Language
  • de-DE
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