Performativity, identity formation and professionalism: Ethnographic research to explore student experiences of clinical simulation training

Show simple item record Jowsey, Tanisha en Petersen, Lynne en Mysko, Chris en Cooper-Ioelu, Pauline en Herbst, Pauline en Webster, Craig S. en Wearn, Andy en Marshall, Dianne en Torrie, Jane en Lin, Meng-Jiun Penny en Beaver, Peter en Egan, Johanne en Bacal, Kira en O’Callaghan, Anne en Weller, Jennifer en 2020-09-24T03:49:46Z en 2020-09-24T03:49:46Z en 2020-07-30 en
dc.identifier.citation PloS One 15(7):e0236085 Jan 2020 en
dc.identifier.issn 1932-6203 en
dc.identifier.uri en
dc.description.abstract Developing professional identity is a vital part of health professionals’ education. In Auckland four tertiary institutions have partnered to run an interprofessional simulation training course called Urgent and Immediate Patient Care Week (UIPCW) which is compulsory for Year Five medical, Year Four pharmacy, Year Three paramedicine and Year Three nursing students. We sought to understand student experiences of UIPCW and how those experiences informed student ideas about professional identity and their emergent practice as health professionals within multidisciplinary teams. In 2018, we commenced ethnographic research involving participant observation, field notes, interviews, photography and observational ethnographic film. A total of 115 students participated in this research. The emergent findings concern the potentially transformative learning opportunity presented within high fidelity multi-disciplinary simulations for students to develop their professional identity in relation to peers from other professions. Our work also exposes the heightened anxiety and stress which can be experienced by students in such interdisciplinary simulations. Student experience suggests this is due to a range of factors including students having to perform in front of peers and staff in such simulation scenarios when their own professional identity and capabilities are still in emergent stages. Staff-led simulation debriefs form a critical success factor for transformative learning to be able to occur in any such simulations so that students can reflect on, and move beyond, the emotion and uncertainty of such experiences to develop future-focused concepts of professional identity and strategies to support effective interprofessional teamwork. en
dc.language English en
dc.publisher Public Library of Science (PLoS) en
dc.relation.ispartofseries PLoS ONE en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.rights.uri en
dc.subject human learning en
dc.subject nursing science en
dc.subject medical risk factors en
dc.subject professions en
dc.subject undergraduates en
dc.subject verbal communication en
dc.subject reflection en
dc.subject emotions en
dc.title Performativity, identity formation and professionalism: Ethnographic research to explore student experiences of clinical simulation training en
dc.type Journal Article en
dc.identifier.doi 10.1371/journal.pone.0236085 en
dc.rights.holder Copyright: The authors en en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 809518 en Arts en Social Sciences en Medical and Health Sciences en Faculty Administration FMHS en Centre for Medical and Health Sciences Education en Nursing en Pharmacy en School of Medicine en Anaesthesiology en Cent Medical & Hlth Sci Educat en
pubs.record-created-at-source-date 2020-07-31 en 2020-07-30 en
pubs.dimensions-id 32730277 en

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