Turning nursing students’ mistakes into resources for learning in simulation-based training: facilitators’ assumptions about providing feedback in debriefing
Facilitators' statements about their practices reflect assumptions about how they make simulation activities a resource for meaningful learning, including how to use students' mistakes as learning opportunities during debriefing discussions. Consequently, these assumptions regarding learning provide valuable insights into the ambiguous and complex praxis of using simulation-based training as a professional educational tool.
Authors
- Astrid Camilla Wiig (ORCID: https://orcid.org/0000-0003-2729-7900)
- Mads Solberg (ORCID: https://orcid.org/0000-0002-4029-4707)
- Helen Berg (ORCID: https://orcid.org/0000-0002-3111-7725)
- Wenche Lervik
Institutions
- Norwegian University of Science and Technology (NO)
- University of South-Eastern Norway (NO)
Publication Details
- Journal
- BMC Medical Education
- Published
- 2025-01-16
- DOI
- https://doi.org/10.1186/s12909-024-06628-z
- Citations
- 5
- Primary Topic
- Simulation-Based Education in Healthcare
- Type
- article
- Field-Weighted Citation Impact
- 5.82
Funders
- Norges Teknisk-Naturvitenskapelige Universitet
- Norges Forskningsråd
- St. Olavs Hospital Universitetssykehuset i Trondheim