A conceptual model to inform the design of healthcare simulations that promote errors as a catalyst for learning: A discussion paper.
- Publisher:
- Elsevier
- Publication Type:
- Journal Article
- Citation:
- Nurse Education in Practice, 2022, 65, pp. 1-5
- Issue Date:
- 2022-11-02
Closed Access
| Filename | Description | Size | |||
|---|---|---|---|---|---|
| 1-s2.0-S1471595322002141-main.pdf | 889.38 kB |
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
BACKGROUND: Previous studies have demonstrated that students who are engaged in learning tasks and make errors before receiving instruction on how to complete them, achieve better learning outcomes than students who first receive instruction and then complete the learning activities with the aim of avoiding errors. Although simulation literature often refers to errors as learning opportunities, to date, there is limited understanding of how pedagogical approaches that promote learning from errors can guide the design of simulation-based learning in healthcare education. AIMS: To (a) present the Learning from Errors conceptual model; and (b) provide an example of how educators can use this model. DESIGN: The Learning from Errors model is drawn from critical elements of two pedagogical approaches, productive failure and error management training and pedagogical features of high-quality healthcare simulations. METHODS: We describe the Learning from Errors model, which emphasises the need for adopting pedagogical methods that explicitly use errors as learning opportunities and ultimately inform simulation design. We then illustrate the application of this model to a simulation example. RESULTS: The model includes the following elements: i) normalisation of errors, ii) challenging simulation scenarios, iii) self-directed learning, iv) collaborative teamwork and v) comparison with best practice. CONCLUSION: This discussion paper presents the Learning from Errors conceptual model, an evidence-based approach that can assist educators in the design of simulations that embrace errors as a catalyst for learning.
Please use this identifier to cite or link to this item: