Teknologistøttet simulationsundervisning som translokation for teoretisk viden og praktisk handlen

Abstract

I professionsuddannelser arbejdes der med refleksioner og arbejdsformer, der på forskellig vis sammenkæder teoretisk viden med viden om praktisk handlen. Alligevel problematiseres transferværdien af læringen fra professionsuddannelserne, idet det har vist sig, at der kan være lang vej fra viden om teori og handlen til faktisk handlen i en ofte meget kompleks konkret praksis.

I denne artikel diskuterer vi med cases fra et forsknings- og innovationsprojekt i sygeplejerskeuddannelsen, hvordan teknologistøttet simulationsundervisning (i form af bl.a. inddragelse af programmerbare manikiner) kan fungere som sted for translokationer mellem den teoretiske viden, den professionsfaglige handlen og refleksioner herover.

Abstract in English

In order to link theoretical knowledge with action in practice, professional bachelor programs employ various methods of teaching and diverse approaches aimed at promoting students’ reflective thinking. Still, the transfer value from the learning outcome in the professional bachelor programs to professional practice is discussed. Thus, it has been shown that knowledge about theory and action is not automatically operational for supporting actual action in the professional practice that is often very complex.

Using cases from a research- and innovation project in nursing education as a starting point, we in this paper discuss how technology enhanced simulations (including the use of programmable mannequins) can function as translocations between theoretical knowledge, professional action and reflections concerning both.