ANNOTATED BIBLIOGRAPHY

Annotated Bibliography

Effects on the Standardized Learning Outcomes in Simulation Based Education

The assignment includes the articles of different authors which provide the primary and secondary research information on the education through simulation based trainings. It also includes cognitive skills training through simulation.

Alam, K. et al. (2009). International Business Research, Vol. 4 Issue 1

This paper attempted to signify the use of formative training evaluation. The authors carried out a study at three public-sector training institutions to empirically test the predicted relationship between training characteristics and formative training evaluation under the Kirkpatrick model i.e. reaction and learning.

In addition, to study the causal linkage between components of formative training evaluation, the mediating role of reaction in the relationships between training characteristics and learning was also investigated. The principal finding revealed that a set of seven training characteristics explained 59% and 61% variance in reaction and learning respectively. All training characteristics were found to have positive impact on reaction and learning except training contents.

For reaction, the most influencing training characteristic was training method followed by training management, training objectives, training environment, and trainer whereas for learning, the greatest variation was also explained by training methods but followed by trainer, training management, training environment, and training material. Moreover, reaction partially mediated the relationships between each training characteristic and learning. The study concluded with areas of future research emphasizing on linking formative evaluation with summative one i.e. behavior and results.

Audrey, R. (2010). Nursing Ethics, 18 (1): 102-11 (journal article) ISSN: 0969-7330 PMID: 21285201 CINAHL AN: 2010930020

Clinical simulation is used in nursing education and in other health professional programs to prepare students for future clinical practice. Simulation can be used to teach students communication skills and how to deliver bad news for patients and families. However, skilled communication in clinical practice requires students to move beyond simply learning superficial communication techniques and behaviors. This article presents an unexplored concept in the simulation literature: the exercise of moral imagination by the health professional student.

Drawing from the works of Hume, Aristotle and Gadamer, a conceptualization of moral imagination is first provided. Next, this article argues that students must exercise moral imagination on two levels: towards the direct communication exchange before them; and to the representative nature of simulation encounters. Last, the limits of moral imagination in simulation-based education are discussed.

Barfield, J. et al. (2007). Measurement in Physical Education & Exercise Science, Vol. 15 Issue 1

The purpose of this study was to develop the Scale of Allied Health Education Barriers to identify factors limiting enrollment in college/university allied health education programs.

Research participants (N = 1,044) were students enrolled in allied health and non-allied health education programs. Through conducting both exploratory and confirmatory factor analyses, this study identified five unique factors that are potential barriers to student enrollment in allied health education: Social Influence, Experiential Opportunity, Academic Preparation, Physical Self-Efficacy, and Self-Management.

Chen, P. (2008). Nursing Ethics, Vol. 18 Issue 1

Clinical simulation is used in nursing education and in other health professional programs to prepare students for future ...