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MHV263_1

Simulation-based learning

This is the study programme for 2020/2021.


This course will examine concepts, theories, pedagogy supporting the use of simulation in education and practice, and research in simulation. The candidate will explore the value of simulation in various settings, within and across professions, and recognize the possibilities and limitations, compared to other methods. As candidates progress through the course, they will be able to assess their own learning needs regarding simulation, plan and design, and conduct a simulation-based program.

Learning outcome

A candidate who has completed this course should have the following learning outcomes defined in terms of knowledge, skills and general competence:
Knowledge
The candidate ...
  • has advanced knowledge about concepts, theories and research in simulation
  • has advanced knowledge about the various ways of applying simulation in higher education and professional practice, including digital platforms and interprofessional simulation
  • has advanced knowledge of how simulation enables the transfer of competence from education to professional practice
  • has advanced knowledge about the role of simulation to develop, improve and monitor the delivery of service, quality in systems and organizations, outcomes and safety
  • has advanced knowledge about the use of simulation and its utility across contexts on a global scale

Skills
The candidate can...
  • analyze and apply theories and educational principles in simulation-based learning
  • design and conduct simulation-based sessions, including evaluation
  • facilitate simulation-based sessions

General competence
The candidate can...
  • critically analyze theory and research related to simulation
  • critically evaluate the ethical, educational and practical related aspects of simulation
  • discuss and disseminate knowledge of simulation

Contents

The content of the course includes concepts, theories, methodology, research, learning methods and simulation modalities and translation in professional practice:
  • concepts and definitions
  • theories in simulation-based learning
  • pedagogy and educational principles in simulation-based learning; integrating simulation into the curriculum, designing and developing scenarios, facilitating simulation
  • simulation modalities; e.g. task trainers, manikin-based, standardized/simulated patients, computer-based, virtual reality, and hybrid (the use of two or more simulation modalities in the same simulation activity)
  • digital simulation platforms
  • digital tools for simulation; e.g. scoring software, advanced manikins, digital scenario tools
  • design and methodology in simulation research
  • assessment of simulation and evaluation of simulation programs
  • translation from simulation to practice
  • simulation related research in: healthcare education; nursing education, medical education, paramedic education, interprofessional education
  • healthcare practice; primary care, pre-hospital care, in hospital care (maternity care, resuscitation, pediatric care, emergency care), transitions between hospital and municipal services and in low-resource settings
  • patient safety
  • engineering education and practice
  • teacher education and practice

Required prerequisite knowledge

None.

Exam

Weight Duration Marks Aid
Home exam1/1 A - F
Based on a relevant situation from a self-chosen context, the candidate will write an individual assignment to design a simulation. The assignment must contain a plan for the simulation.The assignment must have a scope of 3000 words (+ -10%).

Coursework requirements

Oral presentation
Select and orally present a scientific paper reporting on a study on simulation from a self-chosen context, focusing on the following:
- a description of the method and simulation used in the research project reported
- a critical review of the results and conclusion of the study.
This task must be approved before the exam at the end of the semester. Unsatisfied terms in relation to presentation means that the student must submit a written assignment according to the specific guidelines for admission to the exam in the course.

Course teacher(s)

Course coordinator
Sissel Iren Eikeland Husebø , Hege Langli Ersdal
Study Program Director
Hildegunn Sagvaag , Margareth Kristoffersen

Method of work

Teaching will be organised in two units. Each unit consists of 2-3 days, where the teaching and learning style is interactive and reflective, using presentations, simulations and dialogue/discussions, and group work drawing on both the teachers' expertise and the experience of the students.

Open to

The course is open to all master's students at The University of Stavanger. Candidates with a bachelor's degree may apply for admission to the course if there is availability.

Course assessment

The subject will be evaluated in accordance with the rules and regulations in the Faculty of Health Sciences.

Literature


Link to reading list


This is the study programme for 2020/2021.

Sist oppdatert: 09.08.2020

History