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

Professor Kerry Reid-Searl CQUniversity Australia

Tertiary Learning & Teaching Conference

2013

‘SUSPENSION IN DISBELIEF’

AN INNOVATIVE APPROACH TO LEARNING &

TEACHING THROUGH SIMULATION

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, connect?


The 5 senses

Can I hear it

Can I say it

Can I do it

Can I feel it

Can I touch

it



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


The Stoma Experience


Simulation

Realism Fidelity Believability


Authenticity• Context.• Resonates, reality, relevance, real life.


The 4 ‘R’s

Reflect Real

React Response


So is MASK ED™

MASK-ED™ (KRS simulation)• What is it ?


The History


The Process

Ideas

Development

The actual creation


Core Elements

The character

The educator hidden

Educator is expert

The simulation is purposeful

Short & sharp


Core ElementsThe character &

learner respected

Experts controls the learning directionAn interplay occurs

No scripts

A FRAMEWORK IS FOLLOWED


• Understanding• The donning and

challenges• Building the character• Playing the character

Masking Preparation

Stage


• The when• The where• The why• The what

Assessment of Readiness


• Simulation in action• Know how in action• Evaluation in action

In Action


• De-role• De-mask• Discuss/debrief

Debrief


The Hidden ‘Miracle’ of Mask-Ed


Embodiment

Social territory

The untouchable

Sexual behaviour

during body care

The truly awful

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


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.


The ‘Un Masked Educator’ in Mask-Ed

A unique role Not always required

Professional role playing

Expert negotiating with

the patient & their vulnerable

body


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:


Vulnerability

Connection Students feelings

Empathy Communication


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


Applications

Laboratory sessions

Lectures

Moodle site

DVD’s

Assignment/ assessment


So does it work?

• Anecdotal• Course evaluations• Student success rate• Recognition by peers• Uptake• What does the research say?


ResearchUndergraduate Nursing Students• Findings

•Teacher •Character•Learner •Learning•Reflection

Medical Imaging and Sonography

Mask Ed Educators


Challenges

Copy cats

Right person

Respect

Actual masking

Understanding the pedagogy and the importance of debriefing

Ethics

Spontaneous dialogue

Capturing teaching moments


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


Mask-Ed™ (KRS simulation)

Resources

Workshops

On line modules

New designs

Where to from here?


Pup-Ed™ (KRS simulation) is a teaching technique where puppets are worn by a wearer who is an informed professional.


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.


Types of Puppets

Living

Patient


• Silent • Voice

Two communication approaches:


Examples

Teaching

HRE

Distraction therapy

Supporting children

emotionally

Fun


Research Project

• CQUniversity grant• 4 puppets• Investigators• Focus groups• Thematic analysis


Meet our Puppets

Tommy Florence Harry

Frankie


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…”


• 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”


• Breaking down barriers: – “and parents, it breaks down barriers….they just think

‘Oh my God, this place is not so clinical”


• 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”


Challenging aspects• Infection control• Confidence • Time


Next venture

• Silicone- to reduce infection control

• Realistic but approachable

• User controlled• Procedural based


A new little boy with adventures ahead


Reference

• Lawler, J (2006), Behind the Screens. Nursing Somology, and the Problem of the Body. Sydney University Press: Sydney Australia.

Any enquiries:

Contact Kerry Reid-Searl

[email protected]

Ph 49309741

mailto:[email protected]

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


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

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