University of Hertfordshire

By the same authors

  • Guillaume Alinier
  • Zahide Tuna
  • Sergul Duygulu
  • Fusun Terzioglu
  • Filippo Festini
  • Media Subasi Baybuga
  • Yeliz Akkus
  • Zohre Irmak
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Original languageEnglish
Publication statusPublished - 2012
Event12th International Meeting on Simulation in Healthcrae - San Diego, CA, United States
Duration: 27 Jan 201231 Jan 2012

Conference

Conference12th International Meeting on Simulation in Healthcrae
CountryUnited States
CitySan Diego, CA
Period27/01/1231/01/12

Abstract

Introduction/Background:
The Leonardo Da Vinci Lifelong Learning program is a European Union (EU) funding stream which funds practical projects in the field of vocational education and training. Initiatives range from those giving individuals work-related training abroad to large-scale co-operation efforts (European Commission 2011). The consortium should involve a minimum of 3 partners from different countries, one of which at least should be from the EU. Simulation is still perceived as an innovative teaching practice in countries where it is totally underutilized. In this context, collaboration is the way forward whereby, following a formal bidding process for funding, experts from one or more countries extend their support to other countries under the umbrella of this type of EU project. Our project (2010-1-TR1-LEO05-16726) formally started in December 2010 and involves a total of 7 partners from 3 different countries including Turkey, England, and Italy.

Description:
The transfer of innovation of this project is about the introduction of scenario-based simulation education in Turkey through the support from an institution with experience in that domain (University of Hertfordshire, UK). The expert partner institution has been identified through published work (Alinier et al. 2006) while the other institution, fairly new to that educational practice with nursing students (University of Florence), was an existing partner through the Erasmus program, facilitating the exchange of faculty and students. The project is divided into 7 work packages (WP) with pre-identified key deliverables, all of which will then become available to the wider community through the project website (http://www.ldvusin.org). The project team has already met on 3 occasions to: kick off the project, report on activities conducted, and be initiated in scenario-based simulation education. The team has performed the following tasks:
Conducted interviews with Turkish students to determine their level of satisfaction with the current training opportunities and their expectations regarding simulation-based education.
Developed four trauma scenarios using a standardized template (Alinier 2011) and programmed them on the LaerdalTM Scenario Editor software.
Familiarized educators from the various partner institutions with the use of simulation and its different modalities through participation to a course in the UK.
Developed a self-confidence questionnaire for the students relating to the care of patients with physical trauma.
Developed a post-skills practice evaluation questionnaire for the students.
Developed a post-scenario-based learning evaluation questionnaire for the students.
Elaborated the plan for the refurbishment of a teaching room into an advanced simulation facility.
Developed a list of equipment and resources required.

Conclusion:
As described by the European Commission, since 1995, the Leonardo da Vinci program has enabled European organizations in the vocational education sector to work collaboratively, exchange best practices, and increase their staff’s expertise. It aims to make vocational education more attractive to young people and to boost the overall competitiveness of the European labor market by helping people to gain new skills, knowledge and qualifications. To date, the entire faculty from the partner institutions involved feel they have already learnt from the tasks which have been completed. The faculty who will be required to adjust aspects of their teaching practice see this change very favorably for the benefit of their students. The Turkish students involved in the interviews showed a good predisposition to simulation-based learning to complement their existing practical skills sessions. Overall, learners and faculty are much in favor of the adoption of simulation-based learning to help them bridge the gap between skills practice and the real world of clinical practice.

References:
Alinier G, 2011. Developing High-Fidelity Health Care Simulation Scenarios: A Guide for Educators and Professionals. Simulation & Gaming, 42(1):9-26
Alinier G, Hunt B, Gordon R, Harwood C, 2006. Effectiveness of intermediate-fidelity simulation training technology in undergraduate nursing education. Journal of Advanced Nursing 54(3):359-369
European Commission, 2011. http://ec.europa.eu/education/lifelong-learningprogramme/doc82_en.htmwebsite last updated on 30/09/2010 and visited on 30/07/2011

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