| Field |
Value |
Language |
|
dc.contributor.author |
Power, T |
|
|
dc.contributor.author |
Sheehy, L |
|
|
dc.contributor.author |
Lucas, C
https://orcid.org/0000-0002-7857-2338
|
|
|
dc.contributor.author |
Bosco, A |
|
|
dc.contributor.author |
Wang, B |
|
|
dc.contributor.author |
Gavegan, FL |
|
|
dc.contributor.author |
Quast, C |
|
|
dc.contributor.author |
Patton, V |
|
|
dc.date.accessioned |
2025-03-19T04:12:28Z |
|
|
dc.date.available |
2024-03-12 |
|
|
dc.date.available |
2025-03-19T04:12:28Z |
|
|
dc.date.issued |
2024-06 |
|
|
dc.identifier.citation |
Nurse Education Today, 2024, 137, pp. 106166 |
|
|
dc.identifier.issn |
0260-6917 |
|
|
dc.identifier.issn |
1532-2793 |
|
|
dc.identifier.uri |
http://hdl.handle.net/10453/185992
|
|
|
dc.description.abstract |
Point-of-view simulations involve participants engaging in simulation to experience what it might be like to live with a health condition or disability. These types of simulations have been used frequently in nurse education as a valuable pedagogical tool, as research has shown that student engagement with point-of-view simulations increases student empathy. However, point-of-view simulations have also been problematised by disability community members and scholars researching in the disability space, as ableist and culturally unsafe. This manuscript explores recommendations for, and criticisms of, point-of-view simulations and offers considerations to address these concerns. |
|
|
dc.format |
Print-Electronic |
|
|
dc.language |
eng |
|
|
dc.publisher |
Elsevier |
|
|
dc.relation.ispartof |
Nurse Education Today |
|
|
dc.relation.isbasedon |
10.1016/j.nedt.2024.106166 |
|
|
dc.rights |
info:eu-repo/semantics/openAccess |
|
|
dc.subject |
1110 Nursing, 1302 Curriculum and Pedagogy |
|
|
dc.subject.classification |
Nursing |
|
|
dc.subject.classification |
3901 Curriculum and pedagogy |
|
|
dc.subject.classification |
4204 Midwifery |
|
|
dc.subject.classification |
4205 Nursing |
|
|
dc.subject.mesh |
Education, Nursing, Baccalaureate |
|
|
dc.subject.mesh |
Emotions |
|
|
dc.subject.mesh |
Empathy |
|
|
dc.subject.mesh |
Humans |
|
|
dc.subject.mesh |
Patient Simulation |
|
|
dc.subject.mesh |
Students, Nursing |
|
|
dc.subject.mesh |
Humans |
|
|
dc.subject.mesh |
Education, Nursing, Baccalaureate |
|
|
dc.subject.mesh |
Students, Nursing |
|
|
dc.subject.mesh |
Patient Simulation |
|
|
dc.subject.mesh |
Empathy |
|
|
dc.subject.mesh |
Emotions |
|
|
dc.subject.mesh |
Humans |
|
|
dc.subject.mesh |
Emotions |
|
|
dc.subject.mesh |
Empathy |
|
|
dc.subject.mesh |
Education, Nursing, Baccalaureate |
|
|
dc.subject.mesh |
Students, Nursing |
|
|
dc.subject.mesh |
Patient Simulation |
|
|
dc.subject.mesh |
Humans |
|
|
dc.subject.mesh |
Education, Nursing, Baccalaureate |
|
|
dc.subject.mesh |
Students, Nursing |
|
|
dc.subject.mesh |
Patient Simulation |
|
|
dc.subject.mesh |
Empathy |
|
|
dc.subject.mesh |
Emotions |
|
|
dc.title |
Avoiding controversy: Considerations for point-of-view nursing simulations. |
|
|
dc.type |
Journal Article |
|
|
utslib.citation.volume |
137 |
|
|
utslib.location.activity |
Scotland |
|
|
utslib.for |
1110 Nursing |
|
|
utslib.for |
1302 Curriculum and Pedagogy |
|
|
pubs.organisational-group |
University of Technology Sydney |
|
|
pubs.organisational-group |
University of Technology Sydney/Faculty of Health |
|
|
pubs.organisational-group |
University of Technology Sydney/Faculty of Health/School of Nursing and Midwifery |
|
|
utslib.copyright.status |
open_access |
* |
|
pubs.consider-herdc |
false |
|
|
dc.rights.license |
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/ |
|
|
dc.date.updated |
2025-03-19T04:12:26Z |
|
|
pubs.publication-status |
Published |
|
|
pubs.volume |
137 |
|
