Interprofessional Simulation in Health Care Materiality, Embodiment
This book describes and discusses a practice-oriented approach to understanding and researching interprofessional simulation-based education and simulation. It provides empirical findings from research on this topic and is informed by practice-oriented pe
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Madeleine Abrandt Dahlgren Hans Rystedt Li Felländer-Tsai Sofia Nyström Editors
Interprofessional Simulation in Health Care Materiality, Embodiment, Interaction
Professional and Practice-based Learning Volume 26
Series editors Stephen Billett, Griffith University, Brisbane, Australia Christian Harteis, University of Paderborn, Paderborn, Germany Hans Gruber, University of Regensburg, Regensburg, Germany
Professional and practice-based learning brings together international research on the individual development of professionals and the organisation of professional life and educational experiences. It complements the Springer journal Vocations and Learning: Studies in vocational and professional education. Professional learning, and the practice-based processes that often support it, are the subject of increased interest and attention in the fields of educational, psychological, sociological, and business management research, and also by governments, employer organisations and unions. This professional learning goes beyond, what is often termed professional education, as it includes learning processes and experiences outside of educational institutions in both the initial and ongoing learning for the professional practice. Changes in these workplaces requirements usually manifest themselves in the everyday work tasks, professional development provisions in educational institution decrease in their salience, and learning and development during professional activities increase in their salience. There are a range of scientific challenges and important focuses within the field of professional learning. These include: –– understanding and making explicit the complex and massive knowledge that is required for professional practice and identifying ways in which this knowledge can best be initially learnt and developed further throughout professional life. –– analytical explications of those processes that support learning at an individual and an organisational level. –– understanding how learning experiences and educational processes might best be aligned or integrated to support professional learning. The series integrates research from different disciplines: education, sociology, psychology, amongst others. The series is comprehensive in scope as it not only focusses on professional learning of teachers and those in schools, colleges and universities, but all professional development within organisations. More information about this series at http://www.springer.com/series/8383
Madeleine Abrandt Dahlgren • Hans Rystedt Li Felländer-Tsai • Sofia Nyström Editors
Interprofessional Simulation in Health Care Materiality, Embodiment, Interaction
Editors Madeleine Abrandt Dahlgren Department of Medical and Health Sciences Linköping University Linköping, Sweden Li Felländer-Tsai Department of Clinical Science, Intervention and Technology (CLINTEC) Division of Orthopedics and Biotechnology Karolinska Institutet Stockholm, Sweden
Hans Rystedt Department of Education, Communication and Learning University of Gothenbu
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