Browsing by Subject "situationaalinen oppiminen"

In joint simulations, i.e. learning environments that closely reflect real-life situations, students studying for different professions can learn the basics of their future professions and cooperation between different professions. In the previous literature, several positive aspects have been connected to learning in simulations. However, little is known about the problems that exist in simulation-mediated learning. Besides, joint simulations have been rare. The aim of my thesis was to describe, analyze and interpret the problems existing in joint simulations in the field of higher health education, from the perspective of interprofessional learning. This research will benefit teaching and learning when using joint simulations. I gathered the research data in the spring of 2015, in relation to the implementation of joint simulations for paramedic and medical students who were close to graduating. The research data consisted of five lightly structured individual interviews and five full-scale high-fidelity simulation scenarios. The epistemological basis of my study was hermeneutical. I approached the data using the ideas of the community of practice framework as well as the theory of situated learning, outlined by Lave and Wenger, focusing my attention on the problems existing in 1) developing a joint enterprise, 2) facilitating mutual engagement and 3) developing a shared repertoire. As an analytical method, I used the thematic analysis by Braun and Clarke. The results showed that 1) the problems that existed in developing a joint enterprise, were related to communication and professional competence, whereas 2) the problems that existed in facilitating a mutual engagement, were related to team work and interprofessional cooperation, while 3) the problems that existed in developing a shared repertoire, were in association for patient care and professional behavior. In conclusion, I propose that there may exist multiple kinds of problems in joint simulations. In addition, I point out that the problems exist in the areas of professional skills that are essential for good cooperation and patient care. In conclusion, I recommend that, promoting students' learning and developing health education, attention should be paid to the factors identified as problems in this study. The results of this study will serve as a resource for degree programs in health sciences education as well as health care and clinical teachers that use simulations in teaching.