NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING &...
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Transcript of NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING &...
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Professor Kerry Reid-Searl CQUniversity Australia
Tertiary Learning & Teaching Conference
2013
‘SUSPENSION IN DISBELIEF’
AN INNOVATIVE APPROACH TO LEARNING &
TEACHING THROUGH SIMULATION
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Who is Stanley Selby ?
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Were you suspended in disbelief ?
Were you engaged?
Could you ignore the human element?
Did you feel, relate, remember, connect?
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The 5 senses
Can I hear it
Can I say it
Can I do it
Can I feel it
Can I touch
it
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©Reid-Searl K 2013 CQUniversity Australia
How do you best learn?
How do you best teach?
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DARE TO BE
DIFFERENT
JUMP OUTSIDE
THE SQUARE
THINK OUTSIDE THE BOX
AND…I START
WITH A BOX
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The Stoma Experience
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Simulation
Realism Fidelity Believability
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Authenticity• Context.• Resonates, reality, relevance, real life.
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The 4 ‘R’s
Reflect Real
React Response
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So is MASK ED™
MASK-ED™ (KRS simulation)• What is it ?
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The History
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The Process
Ideas
Development
The actual creation
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Core Elements
The character
The educator hidden
Educator is expert
The simulation is purposeful
Short & sharp
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Core ElementsThe character &
learner respected
Experts controls the learning directionAn interplay occurs
No scripts
A FRAMEWORK IS FOLLOWED
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• Understanding• The donning and
challenges• Building the character• Playing the character
Masking Preparation
Stage
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• The when• The where• The why• The what
Assessment of Readiness
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• Simulation in action• Know how in action• Evaluation in action
In Action
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• De-role• De-mask• Discuss/debrief
Debrief
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The Hidden ‘Miracle’ of Mask-Ed
©Reid-Searl K 2013 CQUniversity Australia
Embodiment
Social territory
The untouchable
Sexual behaviour
during body care
The truly awful
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From bits and bumps and pubic hair,
to genitals, secretions and bottoms bare
We touch breasts and testicles that hang right down
And see erections hidden under a theatre gown
We measure vomit and test urine with a pungent smell
And dress wounds that ooze and excessively swell
We touch teeth that are stuck and hard to pull out
And toes all swollen with terrible gout
So how is it we teach the student to touch
Wipe the anus of the patient who is suffering so much
Where is the recipe to guide their way
And to do what we see as part of our day
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We are unique in the way we touch and embrace
And empathize for the patient who feels the disgrace
Passing the art on is a challenge that we must see
For computers and manikins fall far from the tree
It is feelings and words and stories to tell
And human responses that say all is not well
We must create situations that enable students to feel
And allow them to empathize and to really unpeel
So let us think, stop, look and reflect on this art
And think of creative ways to truly impart
Don’t take it for granted and let it be lost
For it is the patient who will pay the very real cost.
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The ‘Un Masked Educator’ in Mask-Ed
A unique role Not always required
Professional role playing
Expert negotiating with
the patient & their vulnerable
body
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Story Telling
The expert tells the story through the character which then becomes
meaningful to the learners
• Expert’s lived experience• The untouchable• The teachable moments• Preparation for reality• Valuing the undervalued
The story is embedded with
the:
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Vulnerability
Connection Students feelings
Empathy Communication
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Meeting the Characters
• Year 1 • Moodle• In class
When
• Rich• Realistic• Validity to
speak as knowing
Their history • Basic to complex
• Builds on learners knowledge
The scaffolding
• Warm• Friendly• Builds
confidence• Vulnerable
The relationship
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Applications
Laboratory sessions
Lectures
Moodle site
DVD’s
Assignment/ assessment
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So does it work?
• Anecdotal• Course evaluations• Student success rate• Recognition by peers• Uptake• What does the research say?
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ResearchUndergraduate Nursing Students• Findings
•Teacher •Character•Learner •Learning•Reflection
Medical Imaging and Sonography
Mask Ed Educators
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Challenges
Copy cats
Right person
Respect
Actual masking
Understanding the pedagogy and the importance of debriefing
Ethics
Spontaneous dialogue
Capturing teaching moments
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RewardsEngaging
Fun
Control of the learning experience
Beyond the text book
The important messages
Really caring
Characters a part of the students’ journey
Capturing teaching moments
Reduced preparation
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Mask-Ed™ (KRS simulation)
Resources
Workshops
On line modules
New designs
Where to from here?
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Pup-Ed™ (KRS simulation) is a teaching technique where puppets are worn by a wearer who is an informed professional.
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The hidden professional then transforms the puppet into a little person with a history/ story that is relevant to the learning experience. The little person serves as a platform for teaching, communicating and play.
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Types of Puppets
Living
Patient
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• Silent • Voice
Two communication approaches:
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Examples
Teaching
HRE
Distraction therapy
Supporting children
emotionally
Fun
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Research Project
• CQUniversity grant• 4 puppets• Investigators• Focus groups• Thematic analysis
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Meet our Puppets
Tommy Florence Harry
Frankie
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Findings
• Education: – “Show them how to do things like take their asthma
puffers – look, Tommy’s doing it, can you do it?”
• Distraction:– “Distraction for procedures, it’s really good for that, if
you’ve got enough people to just be in there with the puppet while the other person assists…”
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• Laughter:– “…..They know you’re being silly, but the puppet can
be doing something stupid like picking their nose, or doing something silly, and it can just be something that cracks a smile in them. Which doesn’t sound much, but it can make a difference”
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• Breaking down barriers: – “and parents, it breaks down barriers….they just think
‘Oh my God, this place is not so clinical”
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• Empowerment:– “He’s (the patient) the one who’s always having
something done to him, and this is a chance for him to feel like he’s in control and talk through a little bit of how he feels about it being done”.
– “It gave him ownership of the procedure”
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Challenging aspects• Infection control• Confidence • Time
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Next venture
• Silicone- to reduce infection control
• Realistic but approachable
• User controlled• Procedural based
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A new little boy with adventures ahead
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Reference
• Lawler, J (2006), Behind the Screens. Nursing Somology, and the Problem of the Body. Sydney University Press: Sydney Australia.
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Acknowledgements• CQUniversity• Rusty Slusser• Judy Applegarth• Collette Le Page• Marketing team at CQUniversity• Jo Reid-Speirs• Living Puppets• Patient Puppets• Research Team Rockhampton Hospital & CQUniversity
©Reid-Searl K 2013 CQUniversity Australia