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| 008 |
220303 ||| eng |
| 020 |
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|a 9783030895679
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| 100 |
1 |
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|a Flandin, Simon
|e [editor]
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| 245 |
0 |
0 |
|a Simulation Training through the Lens of Experience and Activity Analysis
|h Elektronische Ressource
|b Healthcare, Victim Rescue and Population Protection
|c edited by Simon Flandin, Christine Vidal-Gomel, Raquel Becerril Ortega
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| 250 |
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|a 1st ed. 2022
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| 260 |
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|a Cham
|b Springer International Publishing
|c 2022, 2022
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| 300 |
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|a XI, 313 p. 1 illus
|b online resource
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| 505 |
0 |
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|a Part II: Empirical Lessons From Experience And Activity-based Approaches To Simulation Training -- Chapter 8. Simulation to experiment and develop risk management in exceptional crisis situations: the case of the Casualty Extraction Teams -- Chapter 9. Analyzing the collective activity of firefighters during urban fire simulation -- Chapter 10. Subjective Evidence Based Ethnography: an alternative to debriefing for large-scale simulation-based training? -- Chapter 11. A study of police cadets’ activity during use-of-force simulation-based training: empirical lessons and insights for training design -- Chapter 12. How do simulated high-intensity situations train leaders to maintain their ability to act in unfamiliar, unforeseen or uncertain environments? -- Chapter 13. On care and the sensitive experience of caregiver activity in simulation situations: a possible model for encounters between health practitioners and their patients to enhance communication training --
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| 505 |
0 |
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|a Chapter 1. An Introduction to Simulation Training through the Lens of Experience and Activity Analysis -- Part I: Experience and Activity-based Conceptualizations of Simulation Design and Outcomes -- Chapter 2. Simulation-based learning for technical gestures in healthcare: What kind of experience is required? -- Chapter 3. Four lines of analysis for civil security crisis simulations: insights for training design -- Chapter 4. Renewing the tools for simulation based training in medical education: How Situated Cognition approaches can help us? -- Chapter 5. The psychological validity of training simulations: Analysis of a simulation with role-playing games to experiment the gesture of “relational touch” -- Chapter 6. Design process for a virtual simulation environment for training healthcare professionals in geriatrics -- Chapter 7. Ergo-scripting in activity-based training design: An illustration from the design of a virtual environment --
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| 505 |
0 |
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|a Part III: Promising Avenues For Simulation Training Design And Research -- Chapter 14. New questions for interventions and research in simulation training based on actors’ activity -- Chapter 15. Simulation in healthcare, a resource in times of crisis. a look back and a look forward
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| 653 |
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|a Human Resource Development
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| 653 |
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|a Professional and Vocational Education
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| 653 |
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|a Vocational education
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| 653 |
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|a Professional education
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| 653 |
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|a Adult education
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| 653 |
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|a Personnel management
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| 653 |
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|a Medical education
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| 653 |
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|a Adult Education
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| 653 |
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|a Medical Education
|
| 700 |
1 |
|
|a Vidal-Gomel, Christine
|e [editor]
|
| 700 |
1 |
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|a Becerril Ortega, Raquel
|e [editor]
|
| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
|
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|b Springer
|a Springer eBooks 2005-
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| 490 |
0 |
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|a Professional and Practice-based Learning
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| 028 |
5 |
0 |
|a 10.1007/978-3-030-89567-9
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| 856 |
4 |
0 |
|u https://doi.org/10.1007/978-3-030-89567-9?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
0 |
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|a 370.113
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| 520 |
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|a This book offers various ways in which analyzing professional experience and activity in simulation training makes it possible to describe practice-based learning affordances and processes. Research has been conducted in various simulation programs in the domains of healthcare, victim rescue and population protection, involving healthcare workers, firemen, policemen, servicemen, and civil security leaders. "Work-as-done" (/ "training-as-done") in simulation has been analyzed with ergonomics, occupational psychology, and vocational training approaches. The authors describe and discuss theoretical, methodological, and/or practical issues related to practitioner experience and activity in simulation training. The book also provides evidence on the conditions under which lived experience in simulation can foster or hinder learning, and derives appropriate orientations for simulation design and implementation
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