A Meaningful Learning Experience
Jennifer Klein, BSc, BScN candidate
For some undergraduate students the pursuit of higher education is a means to an end, for many it is an endeavour of knowledge and meaningful experiences. Many students find the post-secondary learning curve steep and unforgiving. In a nursing program, we are expected to quickly recall and apply large bodies of new knowledge very quickly. Scaffolding that information in such a way that it remains meaningful and relevant often feels impossible.
The way in which knowledge is disseminated has the opportunity to transform and inspire students, for me the pedagogical method of using Simulated Persons (SPs)has been the most effective and meaningful educational experience. An SP is a person trained in simulation methodology to portray a client or person in a specific encounter. Simulated Person Methodology is a type of simulation that utilizes individuals trained to play roles designed to meet learning objectives and provide realistic practice in a specific way. As a learner I have the opportunity to treat the SPs as my patients or clients and interact with them as I would in a real clinical setting. What makes this method so effective is the ability for peers to observe and potentially interject when appropriate to assist with the interaction. It also provides opportunities for students to collectively brainstorm both during the interaction and afterwards in the debrief. Using SPs, I find theory is easily translated into practice resulting in greater confidence and a deeper understanding. It highlights relevant content, quickly identifies areas of weakness and presents immediate opportunities for remediation while still celebrating collective academic success. It provides the ability to build confidence in a safe space through constructive input from peers and professors.
While using SPs I find each role provides a meaningful way to apply my knowledge. When I am interacting with the SP I am challenged to quickly recall and apply theory to practice; building on my clinical judgement and reasoning skills. As an observer I can critically analyze the interactions of my peers, consider alternatives and provide support when called upon. The debrief process brings out teaching moments that bridge the gap between theory and practice, scaffolding knowledge through experience and giving everyone the opportunity to think critically.
Using SPs has bettered my retention of information because the application of knowledge is through lived experience. In the nursing program, use of Simulated Person Methodology in both the class and lab provides my peers and I the opportunity to apply and integrate learned theory with interpersonal skills in a simulated clinical setting. This provides invaluable experience for the novice nursing student, building confidence and better preparing us for interactions in the clinical setting. Incorporation of the SPM in the teaching environment has the ability to transform the relationship students have with knowledge. By providing real-time, first-hand applied experience we gain a deeper, more meaningful understanding and often a transformative experience.
To learn more about how to integrate SPs into your teaching and learning context go to SPM Lab or spm.info.yorku.ca
