Browsing by Subject "simulaatio"

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  • Lindholm, Heidi (Helsingfors universitet, 2017)
    The purpose of this study is to explore learning experiences of sixth grade students in the Me & MyCity learning environment. The research task is approached through the criteria of meaningful learning, which have been used as a theoretical framework in a Finnish learning environment study, among others. Previous research has shown that criteria of meaningful learning can be found in different kinds of learning environments. The study focuses on what working life skills the students learn in the Me & MyCity working life and society simulation. Very little research has been conducted on Me & MyCity, so the study is much needed. Research on learning environments shows that understanding and studying the usefulness of different learning environments is necessary, since there are few studies available on the topic. The goal of this study is to generate new information about the Me & MyCity learning environment, and also about which working life skills it can help students learn. The results of this study can also be used, for example, in the development of Me & MyCity. The study was carried out as a case study. The data consists of thematic interviews of a class of students and a teacher from a school in Vantaa who visited Me & MyCity in the spring of 2016, and papers the students wrote (two per each student). Altogether there were thematic interviews of 19 students, 38 papers, and one thematic interview of a teacher. The data was analyzed deductively, using the criteria of meaningful learning and a framework of working life skills that was compiled for this study. The results show that all criteria of meaningful learning can be found in Me & MyCity. However, based on the research data, the criterion of constructive learning was fulfilled only to a small extent, so the learning environment of Me & MyCity could be developed to support students' reflection of their own learning more, for example. There is variation in how working life skills are learnt in Me & MyCity. According to the results, some working life skills were not learnt at all. These results can be applied, among other things, in the pedagogical material of Me & MyCity, and its development. The results can also be put to use in ordinary school teaching to consider how school work can support students in learning working life skills and how, for example, an authentic learning environment that supports learning can be built in a school environment. The results can also be applied to building a good learning environment that supports the learning of other skills and information as well.
  • Lipasti, Maija (Helsingin yliopisto, 2018)
    In joint simulations, i.e. learning environments that closely reflect real-life situations, students studying for different professions can learn the basics of their future professions and cooperation between different professions. In the previous literature, several positive aspects have been connected to learning in simulations. However, little is known about the problems that exist in simulation-mediated learning. Besides, joint simulations have been rare. The aim of my thesis was to describe, analyze and interpret the problems existing in joint simulations in the field of higher health education, from the perspective of interprofessional learning. This research will benefit teaching and learning when using joint simulations. I gathered the research data in the spring of 2015, in relation to the implementation of joint simulations for paramedic and medical students who were close to graduating. The research data consisted of five lightly structured individual interviews and five full-scale high-fidelity simulation scenarios. The epistemological basis of my study was hermeneutical. I approached the data using the ideas of the community of practice framework as well as the theory of situated learning, outlined by Lave and Wenger, focusing my attention on the problems existing in 1) developing a joint enterprise, 2) facilitating mutual engagement and 3) developing a shared repertoire. As an analytical method, I used the thematic analysis by Braun and Clarke. The results showed that 1) the problems that existed in developing a joint enterprise, were related to communication and professional competence, whereas 2) the problems that existed in facilitating a mutual engagement, were related to team work and interprofessional cooperation, while 3) the problems that existed in developing a shared repertoire, were in association for patient care and professional behavior. In conclusion, I propose that there may exist multiple kinds of problems in joint simulations. In addition, I point out that the problems exist in the areas of professional skills that are essential for good cooperation and patient care. In conclusion, I recommend that, promoting students' learning and developing health education, attention should be paid to the factors identified as problems in this study. The results of this study will serve as a resource for degree programs in health sciences education as well as health care and clinical teachers that use simulations in teaching.
  • Nuckols, Wilson (Helsingin yliopisto, 2021)
    This study was a case study on the use of simulation games as a teaching method in Finland. The goal of the study was to determine in what way do the possible theoretical benefits of simulation games as a teaching method manifest in the context of an empirical try-out in Finland’s elementary school system. The method in question is popular among Anglo-Saxon countries, yet it has not achieved a notable foothold within a Finnish teaching context. Based on a theoretical overview simulation games could increase student engagement, activation and socialization when properly utilized as a teaching method. The actual empirical phase of this study was conducted as a simulation game lesson to a certain 6th grade class of 21 students in Helsinki. The actual simulation game was planned to simulate the democratic process and decision-making phases of the Finnish parliament in accordance with the national curriculum of 2014’s civics studies curriculum. After the simulation game lesson feedback was collected from 19 students with a quantitative survey. Six students were selected to be qualitatively interviewed based of the survey results. The result is research material for theoretical benefits for simulation games that has been collected using a mixed methods approach. The quantitative material was analysed for averages and frequencies. The qualitative material was processed via content analysis. Based on the quantitative survey all three possible benefits were present during the simulation game lesson. According the qualitative results students found the engagement factor of the game itself central to the simulation game experience. A sense of agency was also considered to be an important factor. Working together was a cross-sectional theme of simulation games, yet it was not reported to be centrally significant. Based on the results, simulation games can be a positive experience for students in regard to agency, autonomy and social skills.
  • Konkola, Saana (Helsingin yliopisto, 2018)
    Objective The use of simulations has increased in education in the field of social and health care. Simulations are used to practice various practical skills. In previous studies it has been shown that emotions students experience are linked with students’ learning, but the emotions of students in the context of simulations have not been researched previously. The objective of this study was to research the emotions and emotion groups students of health care associate with simulations. It is important to research the emotions of students in order to be able to support the students better in simulations and also to be able to develop simulation teaching as a method. Methods The research data consisted of answers of 162 Finnish health care students to a questionnaire concerning emotions in simulations. The data was gathered during December 2014 and the spring semester of 2015. Factory analysis was used to form measurable dimensions of student’s emotions. The duration of each student’s studies was also taken into account. Cluster analysis was used to form student profiles of different emotions. Content analysis was used to analyze the emotions in student’s own descriptions concerning the benefits and downsides of simulation teaching and also the factors that advance simulation teaching and how simulation learning differs from other study methods. Results The students that participated associated various emotions with simulation training. Four different dimensions were formed based on the emotions of the student’s: a) Enthusiasm in simulations, b) Confusion in simulations, c) Satisfaction in simulations, d) Worry before simulations. The student profiles that were formed were: 1) dissatisfied students, 2) excited and happy students and 3) positive students. Excited and happy students did not really associate the emotions of worry or confusion with simulation training. Dissatisfied students were unexcitable and worried throughout their studies. Positive students were excited and satisfied with simulations but they became increasingly confused as their studies progressed. The students that were only beginning their studies belonged mostly to the group of excited ad satisfied students. Stress related to simulation training and the fear of making mistakes while others observed became evident in the open-ended answers. According to the results of this study it would be beneficial to pay attention to instructions concerning the briefing and the amount of simulation training in order to decrease the stress and worry that students experience.
  • Palkkimäki, Susanna (Helsingfors universitet, 2015)
    This thesis analyzed interaction and learning in simulation debriefing. Simulation usage has increased in the social and health care during the last years, and the new technology has given more opportunities to use high-fidelity simulations more widely. Simulations enable a new way for students to learn different kinds of patient situations in the real life and in work-based environments that are still completely safe. The investments are expensive and create discussion in universities whether these simulations can create the learning they are supposed to create. The research focused on simulation debriefing is an essential phase in simulation learning. The research approach drew on adults learning theories as well as on simulation and debriefing research. The approach is based on socio-constructivist understanding on learning and on studentcentered teaching (Engeström 1982; Miettinen 1993), which represents criticism towards traditional classroom teaching and introduces the concept of learning activity. From these theoretical starting points emerged three key learning concepts, interaction, feedback and reflection. The research questions were: 1. How is the interaction of the debriefing constructed? 2. What kind of feedback by peer students and by the instructors and 3. what kind of reflection takes place during the debriefing? The data was collected from one simulation center's simulation day in the Southern Finland University of Applied Sciences. The data includes one simulation group's (9 students and 2 instructors) all five videotaped debriefing situations. The analysis was both data and learning theory driven, and both qualitative and quantitative research methods were applied. The results indicate that debriefings interaction was led by the instructors, and was based on a question–answer dynamics. The analysis found three different kinds of peer feedback types, four instructors' feedback types and five self-reflection types. Both the peer and instructor feedback were mostly positive encouragement. Students' self-reflection was mostly reflecting on the confusion caused by the simulation. . Clinical skills were emphasized in both feedback and self-reflection. It can be concluded that debriefing's script and the way it is used leads and restricts the interaction. The script should be developed to be more dialogical. Especially the form and meaning of peer feedback should be critically considered. The peer feedback remained quite superficial, whereas instructors' feedback has a clear impact on students' constructive self-reflection. The instructors' cultivation of constructive criticism would best enhance the students' learning.