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NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
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NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION

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‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION

‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION

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  • 1. Professor Kerry Reid-Searl CQUniversity Australia Tertiary Learning & Teaching Conference 2013 ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
  • 2. Who is Stanley Selby ? ©Reid-Searl K 2013 CQUniversity Australia
  • 3. Were you suspended in disbelief ? Were you engaged? Could you ignore the human element? Did you feel, relate, remember, connect? ©Reid-Searl K 2013 CQUniversity Australia
  • 4. The 5 senses Can I hear it Can I say it Can I do it Can I feel it Can I touch it ©Reid-Searl K 2013 CQUniversity Australia
  • 5. ©Reid-Searl K 2013 CQUniversity Australia How do you best learn? How do you best teach?
  • 6. DARE TO BE DIFFERENT JUMP OUTSIDE THE SQUARE THINK OUTSIDE THE BOX AND…I START WITH A BOX ©Reid-Searl K 2013 CQUniversity Australia
  • 7. The Stoma Experience ©Reid-Searl K 2013 CQUniversity Australia
  • 8. Simulation Realism Fidelity Believability ©Reid-Searl K 2013 CQUniversity Australia
  • 9. Authenticity • Context. • Resonates, reality, relevance, real life. ©Reid-Searl K 2013 CQUniversity Australia
  • 10. The 4 ‘R’s Reflect Real React Response ©Reid-Searl K 2013 CQUniversity Australia
  • 11. So is MASK ED™ MASK-ED™ (KRS simulation) • What is it ? ©Reid-Searl K 2013 CQUniversity Australia
  • 12. The History ©Reid-Searl K 2013 CQUniversity Australia
  • 13. ©Reid-Searl K 2013 CQUniversity Australia
  • 14. ©Reid-Searl K 2013 CQUniversity Australia
  • 15. ©Reid-Searl K 2013 CQUniversity Australia
  • 16. ©Reid-Searl K 2013 CQUniversity Australia
  • 17. ©Reid-Searl K 2013 CQUniversity Australia
  • 18. ©Reid-Searl K 2013 CQUniversity Australia
  • 19. ©Reid-Searl K 2013 CQUniversity Australia
  • 20. ©Reid-Searl K 2013 CQUniversity Australia
  • 21. ©Reid-Searl K 2013 CQUniversity Australia
  • 22. The Process Ideas Development The actual creation ©Reid-Searl K 2013 CQUniversity Australia
  • 23. Core Elements The character The educator hidden Educator is expert The simulation is purposeful Short & sharp ©Reid-Searl K 2013 CQUniversity Australia
  • 24. Core Elements The character & learner respected Experts controls the learning direction An interplay occurs No scripts A FRAMEWORK IS FOLLOWED ©Reid-Searl K 2013 CQUniversity Australia
  • 25. • Understanding • The donning and challenges • Building the character • Playing the character Masking Preparation Stage ©Reid-Searl K 2013 CQUniversity Australia
  • 26. • The when • The where • The why • The what Assessment of Readiness ©Reid-Searl K 2013 CQUniversity Australia
  • 27. • Simulation in action • Know how in action • Evaluation in action In Action ©Reid-Searl K 2013 CQUniversity Australia
  • 28. • De-role • De-mask • Discuss/debrief Debrief ©Reid-Searl K 2013 CQUniversity Australia
  • 29. ©Reid-Searl K 2013 CQUniversity Australia
  • 30. 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
  • 31. 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 ©Reid-Searl K 2013 CQUniversity Australia
  • 32. 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. ©Reid-Searl K 2013 CQUniversity Australia
  • 33. The ‘Un Masked Educator’ in Mask-Ed A unique role Not always required Professional role playing Expert negotiating with the patient & their vulnerable body ©Reid-Searl K 2013 CQUniversity Australia
  • 34. 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: ©Reid-Searl K 2013 CQUniversity Australia
  • 35. Vulnerability Connection Students feelings Empathy Communication ©Reid-Searl K 2013 CQUniversity Australia
  • 36. 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 ©Reid-Searl K 2013 CQUniversity Australia
  • 37. ©Reid-Searl K 2013 CQUniversity Australia
  • 38. Applications Laboratory sessions Lectures Moodle site DVD’s Assignment/ assessment ©Reid-Searl K 2013 CQUniversity Australia
  • 39. So does it work? • Anecdotal • Course evaluations • Student success rate • Recognition by peers • Uptake • What does the research say? ©Reid-Searl K 2013 CQUniversity Australia
  • 40. Research Undergraduate Nursing Students • Findings •Teacher •Character •Learner •Learning •Reflection Medical Imaging and Sonography Mask Ed Educators ©Reid-Searl K 2013 CQUniversity Australia
  • 41. Challenges Copy cats Right person Respect Actual masking Understanding the pedagogy and the importance of debriefing Ethics Spontaneous dialogue Capturing teaching moments ©Reid-Searl K 2013 CQUniversity Australia
  • 42. Rewards Engaging 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 ©Reid-Searl K 2013 CQUniversity Australia
  • 43. Mask-Ed™ (KRS simulation) Resources Workshops On line modules New designs Where to from here? ©Reid-Searl K 2013 CQUniversity Australia
  • 44. ©Reid-Searl K 2013 CQUniversity Australia
  • 45. Pup-Ed™ (KRS simulation) is a teaching technique where puppets are worn by a wearer who is an informed professional. ©Reid-Searl K 2013 CQUniversity Australia
  • 46. ©Reid-Searl K 2013 CQUniversity Australia
  • 47. 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. ©Reid-Searl K 2013 CQUniversity Australia
  • 48. ©Reid-Searl K 2013 CQUniversity Australia
  • 49. Types of Puppets Living Patient ©Reid-Searl K 2013 CQUniversity Australia
  • 50. • Silent • Voice Two communication approaches: ©Reid-Searl K 2013 CQUniversity Australia
  • 51. Examples Teaching HRE Distraction therapy Supporting children emotionally Fun ©Reid-Searl K 2013 CQUniversity Australia
  • 52. ©Reid-Searl K 2013 CQUniversity Australia
  • 53. Research Project • CQUniversity grant • 4 puppets • Investigators • Focus groups • Thematic analysis ©Reid-Searl K 2013 CQUniversity Australia
  • 54. Meet our Puppets Tommy Florence Harry Frankie ©Reid-Searl K 2013 CQUniversity Australia
  • 55. 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…” ©Reid-Searl K 2013 CQUniversity Australia
  • 56. • 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” ©Reid-Searl K 2013 CQUniversity Australia
  • 57. • Breaking down barriers: – “and parents, it breaks down barriers….they just think ‘Oh my God, this place is not so clinical” ©Reid-Searl K 2013 CQUniversity Australia
  • 58. • 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” ©Reid-Searl K 2013 CQUniversity Australia
  • 59. Challenging aspects • Infection control • Confidence • Time ©Reid-Searl K 2013 CQUniversity Australia
  • 60. Next venture • Silicone- to reduce infection control • Realistic but approachable • User controlled • Procedural based ©Reid-Searl K 2013 CQUniversity Australia
  • 61. A new little boy with adventures ahead ©Reid-Searl K 2013 CQUniversity Australia
  • 62. Reference • Lawler, J (2006), Behind the Screens. Nursing Somology, and the Problem of the Body. Sydney University Press: Sydney Australia.
  • 63. Any enquiries: Contact Kerry Reid-Searl k.reid-searl@cqu.edu.au Ph 49309741
  • 64. 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

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