Simulation as a Transformative Pedagogy: Challenging Normativity and Embracing Emergence
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Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-19592-1_51
Reference50 articles.
1. Abrandt Dahlgren, M., Fenwick, T., & Hopwood, N. (2016). Theorising simulation in higher education: Difficulty for learners as an emergent phenomenon. Teaching in Higher Education, 21(6), 613–627. https://doi.org/10.1080/13562517.2016.1183620.
2. Ahn, S.-E., & Edelbring, S. (2020). Designing a virtual patient as an interprofessional enactment: Lessons learnt from the process. International Journal of Learning Technology, 1593, 204–218. https://doi.org/10.1504/IJLT.2020.112106.
3. Ahn, S.-E., Rimpiläinen, S., Theodorsson, A., Fenwick, T., & Abrandt Dahlgren, M. (2015). Learning in technology-enhanced medical simulation: Locations and knowings. Professions & Professionalism, 5(3). https://doi.org/10.7577/pp.973.
4. Arthur, C., Levett-Jones, T., & Kable, A. (2013). Quality indicators for the design and implementation of simulation experiences: A Delphi study. Nurse Education Today, 33(11), 1357–1361. https://doi.org/10.1016/j.nedt.2012.07.012.
5. Berragan, L. (2011). Simulation: An effective pedagogical approach for nursing? Nurse Education Today, 31(7), 660–663. https://doi.org/10.1016/j.nedt.2011.01.019.
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