Professor Kerry Reid-Searl CQUniversity Australia
Tertiary Learning & Teaching Conference
2013
‘SUSPENSION IN DISBELIEF’
A...
Who is Stanley Selby ?
©Reid-Searl K 2013 CQUniversity Australia
Were you suspended in disbelief ?
Were you engaged?
Could you ignore the human element?
Did you feel, relate, remember, co...
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
©Reid-Searl K 2013 CQUniversity Australia
How do
you best
learn?
How do
you best
teach?
DARE TO
BE
DIFFERENT
JUMP
OUTSIDE
THE
SQUARE
THINK
OUTSIDE
THE BOX
AND…I
START
WITH A BOX
©Reid-Searl K 2013 CQUniversity ...
The Stoma Experience
©Reid-Searl K 2013 CQUniversity Australia
Simulation
Realism Fidelity Believability
©Reid-Searl K 2013 CQUniversity Australia
Authenticity
• Context.
• Resonates, reality, relevance, real life.
©Reid-Searl K 2013 CQUniversity Australia
The 4 ‘R’s
Reflect Real
React Response
©Reid-Searl K 2013 CQUniversity Australia
So is MASK ED™
MASK-ED™ (KRS simulation)
• What is it ?
©Reid-Searl K 2013 CQUniversity Australia
The History
©Reid-Searl K 2013 CQUniversity Australia
©Reid-Searl K 2013 CQUniversity Australia
©Reid-Searl K 2013 CQUniversity Australia
©Reid-Searl K 2013 CQUniversity Australia
©Reid-Searl K 2013 CQUniversity Australia
©Reid-Searl K 2013 CQUniversity Australia
©Reid-Searl K 2013 CQUniversity Australia
©Reid-Searl K 2013 CQUniversity Australia
©Reid-Searl K 2013 CQUniversity Australia
©Reid-Searl K 2013 CQUniversity Australia
The Process
Ideas
Development
The actual
creation
©Reid-Searl K 2013 CQUniversity Australia
Core Elements
The character
The educator
hidden
Educator is
expert
The simulation
is purposeful
Short & sharp
©Reid-Searl ...
Core Elements
The character &
learner respected
Experts controls the
learning direction
An interplay occurs
No scripts
A F...
• Understanding
• The donning and
challenges
• Building the character
• Playing the character
Masking
Preparation
Stage
©R...
• The when
• The where
• The why
• The what
Assessment
of Readiness
©Reid-Searl K 2013 CQUniversity Australia
• Simulation in action
• Know how in action
• Evaluation in action
In Action
©Reid-Searl K 2013 CQUniversity Australia
• De-role
• De-mask
• Discuss/debrief
Debrief
©Reid-Searl K 2013 CQUniversity Australia
©Reid-Searl K 2013 CQUniversity Australia
The Hidden ‘Miracle’ of Mask-Ed
©Reid-Searl K 2013 CQUniversity Australia
Embodiment
Social
territory
The
untouchable
Sexu...
From bits and bumps and pubic hair,
to genitals, secretions and bottoms bare
We touch breasts and testicles that hang righ...
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...
The ‘Un Masked Educator’ in
Mask-Ed
A unique role
Not always
required
Professional
role playing
Expert
negotiating with
th...
Story Telling
The expert tells the
story through the
character which
then becomes
meaningful to the
learners
• Expert’s li...
Vulnerability
Connection
Students
feelings
Empathy Communication
©Reid-Searl K 2013 CQUniversity Australia
Meeting the Characters
• Year 1
• Moodle
• In class
When
• Rich
• Realistic
• Validity to
speak as
knowing
Their history •...
©Reid-Searl K 2013 CQUniversity Australia
Applications
Laboratory
sessions
Lectures
Moodle site
DVD’s
Assignment/
assessment
©Reid-Searl K 2013 CQUniversity Austral...
So does it work?
• Anecdotal
• Course evaluations
• Student success rate
• Recognition by peers
• Uptake
• What does the r...
Research
Undergraduate Nursing Students
• Findings
•Teacher
•Character
•Learner
•Learning
•Reflection
Medical Imaging and ...
Challenges
Copy cats
Right person
Respect
Actual masking
Understanding the pedagogy and the
importance of debriefing
Ethic...
Rewards
Engaging
Fun
Control of the learning experience
Beyond the text book
The important messages
Really caring
Characte...
Mask-Ed™ (KRS simulation)
Resources
Workshops
On line modules
New designs
Where to from here?
©Reid-Searl K 2013 CQUnivers...
©Reid-Searl K 2013 CQUniversity Australia
Pup-Ed™ (KRS simulation) is a teaching
technique where puppets are worn by a
wearer who is an informed professional.
©Reid...
©Reid-Searl K 2013 CQUniversity Australia
The hidden professional then transforms
the puppet into a little person with a
history/ story that is relevant to the
lear...
©Reid-Searl K 2013 CQUniversity Australia
Types of Puppets
Living
Patient
©Reid-Searl K 2013 CQUniversity Australia
• Silent
• Voice
Two
communication
approaches:
©Reid-Searl K 2013 CQUniversity Australia
Examples
Teaching
HRE
Distraction
therapy
Supporting
children
emotionally
Fun
©Reid-Searl K 2013 CQUniversity Australia
©Reid-Searl K 2013 CQUniversity Australia
Research Project
• CQUniversity grant
• 4 puppets
• Investigators
• Focus groups
• Thematic analysis
©Reid-Searl K 2013 CQ...
Meet our Puppets
Tommy Florence Harry
Frankie
©Reid-Searl K 2013 CQUniversity Australia
Findings
• Education:
– “Show them how to do things like take their asthma
puffers – look, Tommy’s doing it, can you do it...
• Laughter:
– “…..They know you’re being silly, but the puppet can
be doing something stupid like picking their nose, or
d...
• Breaking down barriers:
– “and parents, it breaks down barriers….they just think
‘Oh my God, this place is not so clinic...
• Empowerment:
– “He’s (the patient) the one who’s always having
something done to him, and this is a chance for him
to fe...
Challenging aspects
• Infection control
• Confidence
• Time
©Reid-Searl K 2013 CQUniversity Australia
Next
venture
• Silicone- to reduce
infection control
• Realistic but
approachable
• User controlled
• Procedural based
©Re...
A new little boy with adventures ahead
©Reid-Searl K 2013 CQUniversity Australia
Reference
• Lawler, J (2006), Behind the Screens. Nursing
Somology, and the Problem of the Body. Sydney
University Press: ...
Any enquiries:
Contact Kerry Reid-Searl
k.reid-searl@cqu.edu.au
Ph 49309741
Acknowledgements
• CQUniversity
• Rusty Slusser
• Judy Applegarth
• Collette Le Page
• Marketing team at CQUniversity
• Jo...
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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NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION

  1. 1. Professor Kerry Reid-Searl CQUniversity Australia Tertiary Learning & Teaching Conference 2013 ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROACH TO LEARNING & TEACHING THROUGH SIMULATION
  2. 2. Who is Stanley Selby ? ©Reid-Searl K 2013 CQUniversity Australia
  3. 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. 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. 5. ©Reid-Searl K 2013 CQUniversity Australia How do you best learn? How do you best teach?
  6. 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. 7. The Stoma Experience ©Reid-Searl K 2013 CQUniversity Australia
  8. 8. Simulation Realism Fidelity Believability ©Reid-Searl K 2013 CQUniversity Australia
  9. 9. Authenticity • Context. • Resonates, reality, relevance, real life. ©Reid-Searl K 2013 CQUniversity Australia
  10. 10. The 4 ‘R’s Reflect Real React Response ©Reid-Searl K 2013 CQUniversity Australia
  11. 11. So is MASK ED™ MASK-ED™ (KRS simulation) • What is it ? ©Reid-Searl K 2013 CQUniversity Australia
  12. 12. The History ©Reid-Searl K 2013 CQUniversity Australia
  13. 13. ©Reid-Searl K 2013 CQUniversity Australia
  14. 14. ©Reid-Searl K 2013 CQUniversity Australia
  15. 15. ©Reid-Searl K 2013 CQUniversity Australia
  16. 16. ©Reid-Searl K 2013 CQUniversity Australia
  17. 17. ©Reid-Searl K 2013 CQUniversity Australia
  18. 18. ©Reid-Searl K 2013 CQUniversity Australia
  19. 19. ©Reid-Searl K 2013 CQUniversity Australia
  20. 20. ©Reid-Searl K 2013 CQUniversity Australia
  21. 21. ©Reid-Searl K 2013 CQUniversity Australia
  22. 22. The Process Ideas Development The actual creation ©Reid-Searl K 2013 CQUniversity Australia
  23. 23. Core Elements The character The educator hidden Educator is expert The simulation is purposeful Short & sharp ©Reid-Searl K 2013 CQUniversity Australia
  24. 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. 25. • Understanding • The donning and challenges • Building the character • Playing the character Masking Preparation Stage ©Reid-Searl K 2013 CQUniversity Australia
  26. 26. • The when • The where • The why • The what Assessment of Readiness ©Reid-Searl K 2013 CQUniversity Australia
  27. 27. • Simulation in action • Know how in action • Evaluation in action In Action ©Reid-Searl K 2013 CQUniversity Australia
  28. 28. • De-role • De-mask • Discuss/debrief Debrief ©Reid-Searl K 2013 CQUniversity Australia
  29. 29. ©Reid-Searl K 2013 CQUniversity Australia
  30. 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. 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. 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. 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. 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. 35. Vulnerability Connection Students feelings Empathy Communication ©Reid-Searl K 2013 CQUniversity Australia
  36. 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. 37. ©Reid-Searl K 2013 CQUniversity Australia
  38. 38. Applications Laboratory sessions Lectures Moodle site DVD’s Assignment/ assessment ©Reid-Searl K 2013 CQUniversity Australia
  39. 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. 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. 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. 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. 43. Mask-Ed™ (KRS simulation) Resources Workshops On line modules New designs Where to from here? ©Reid-Searl K 2013 CQUniversity Australia
  44. 44. ©Reid-Searl K 2013 CQUniversity Australia
  45. 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. 46. ©Reid-Searl K 2013 CQUniversity Australia
  47. 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. 48. ©Reid-Searl K 2013 CQUniversity Australia
  49. 49. Types of Puppets Living Patient ©Reid-Searl K 2013 CQUniversity Australia
  50. 50. • Silent • Voice Two communication approaches: ©Reid-Searl K 2013 CQUniversity Australia
  51. 51. Examples Teaching HRE Distraction therapy Supporting children emotionally Fun ©Reid-Searl K 2013 CQUniversity Australia
  52. 52. ©Reid-Searl K 2013 CQUniversity Australia
  53. 53. Research Project • CQUniversity grant • 4 puppets • Investigators • Focus groups • Thematic analysis ©Reid-Searl K 2013 CQUniversity Australia
  54. 54. Meet our Puppets Tommy Florence Harry Frankie ©Reid-Searl K 2013 CQUniversity Australia
  55. 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. 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. 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. 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. 59. Challenging aspects • Infection control • Confidence • Time ©Reid-Searl K 2013 CQUniversity Australia
  60. 60. Next venture • Silicone- to reduce infection control • Realistic but approachable • User controlled • Procedural based ©Reid-Searl K 2013 CQUniversity Australia
  61. 61. A new little boy with adventures ahead ©Reid-Searl K 2013 CQUniversity Australia
  62. 62. Reference • Lawler, J (2006), Behind the Screens. Nursing Somology, and the Problem of the Body. Sydney University Press: Sydney Australia.
  63. 63. Any enquiries: Contact Kerry Reid-Searl k.reid-searl@cqu.edu.au Ph 49309741
  64. 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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