作者: 挑剔為人 時(shí)間: 2025-3-21 23:10 作者: muscle-fibers 時(shí)間: 2025-3-22 04:18 作者: 分貝 時(shí)間: 2025-3-22 08:03 作者: 走路左晃右晃 時(shí)間: 2025-3-22 12:30
Fostering Psychological Safety in Learning Conversationssupporting learning through conversations. The phrase . implies some sort of exchange between participants—as learners, SPs, and other faculty. However, this chapter is largely designed for faculty to think about their own role in learning conversations. We outline three theories that inform learnin作者: hair-bulb 時(shí)間: 2025-3-22 14:20 作者: hair-bulb 時(shí)間: 2025-3-22 17:41
Programme Evaluation and Quality Improvement Approaches in Older Adult Simulated Participant Methodothe ‘value’ of a programme while also identifying recommendations for change and continuous improvement. PE takes place for many reasons, including examining the need for a programme, examining a programme’s theory and design, examining the programme’s underlying causal processes, assessing the prog作者: NAUT 時(shí)間: 2025-3-23 01:03 作者: 吵鬧 時(shí)間: 2025-3-23 03:27 作者: Palpate 時(shí)間: 2025-3-23 08:45
Working with Volunteer Older Adult Simulated Participantslunteer SPs. We present some benefits and challenges for both programs and volunteers and identify some frequently asked questions to consider. We share stories from three simulation programs in Canada, France, and Taiwan that all engage volunteer older adult SPs, share perspectives of older adult S作者: 颶風(fēng) 時(shí)間: 2025-3-23 13:17
Embedding Simulation for the Care of Older Adults into Programso best support curricular efforts, educators must be prepared to collaborate with key partners, including SP Educators?(SPEs) and other simulation professionals, clinician educators, geriatric specialists, and the older adult simulated participants/patients (SPs) who bring their lived experiences to作者: licence 時(shí)間: 2025-3-23 13:50 作者: 暫時(shí)過(guò)來(lái) 時(shí)間: 2025-3-23 19:36
Innovations in Older Adult Simulated Participant Methodologyed, virtual and mixed realities as well as embedding interactive reflective videos may be beneficial in situations where sensitive or potentially dangerous situations are being addressed. Learners have the opportunity to experience and practice responding to situations they may not otherwise encount作者: 圖表證明 時(shí)間: 2025-3-24 00:55 作者: Neonatal 時(shí)間: 2025-3-24 03:31
https://doi.org/10.1007/978-3-642-39965-7 from Parts 4, 5 and 6 of this book to illustrate ways in which older adult SPs contribute to health professions’ education—the tasks, the roles, and the settings—and consider the expanded roles of older adult SPs.作者: 碎片 時(shí)間: 2025-3-24 07:16
Airports, Cities, and the Jet Age differences and opportunities for research that is (1) research . simulation for the care of older adults or (2) clinical or health service research about care of older adults . simulation as a tool or test bed. Finally, we reflect on other forms of scholarship that are useful for those interested in an academic approach to their work.作者: 胎兒 時(shí)間: 2025-3-24 14:45
Describing the Work of Older Adult Simulated Participants from Parts 4, 5 and 6 of this book to illustrate ways in which older adult SPs contribute to health professions’ education—the tasks, the roles, and the settings—and consider the expanded roles of older adult SPs.作者: Etymology 時(shí)間: 2025-3-24 15:17
Research Opportunities and Knowledge Translation: Saying “Yes” to Simulation Research for the Care o differences and opportunities for research that is (1) research . simulation for the care of older adults or (2) clinical or health service research about care of older adults . simulation as a tool or test bed. Finally, we reflect on other forms of scholarship that are useful for those interested in an academic approach to their work.作者: 為現(xiàn)場(chǎng) 時(shí)間: 2025-3-24 20:59 作者: 共棲 時(shí)間: 2025-3-25 02:09
Airports, Cities, and the Jet Ageof Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP) Domain 4 Program Management as a guide (Lewis et al., Adv Simul 2(1):1–8, 2017). A list of resources is also provided at the end of the chapter.作者: SIT 時(shí)間: 2025-3-25 04:46
Airports, Cities, and the Jet Agere stories from three simulation programs in Canada, France, and Taiwan that all engage volunteer older adult SPs, share perspectives of older adult SPs from our programs, and provide suggestions of things to consider when working specifically with older adult volunteer SPs.作者: Influx 時(shí)間: 2025-3-25 08:47 作者: facetious 時(shí)間: 2025-3-25 12:35
Working with Volunteer Older Adult Simulated Participantsre stories from three simulation programs in Canada, France, and Taiwan that all engage volunteer older adult SPs, share perspectives of older adult SPs from our programs, and provide suggestions of things to consider when working specifically with older adult volunteer SPs.作者: MURAL 時(shí)間: 2025-3-25 16:43 作者: 龍卷風(fēng) 時(shí)間: 2025-3-25 23:18
Book 2024d simulation training related to care of older adults. It offers support (guidance) to all health professions globally and is particularly pertinent to interprofessional practice. Users will gain the essential ingredients? to confidently implement a safe and effective geriatric simulation program with older adult SPs...?.作者: 符合國(guó)情 時(shí)間: 2025-3-26 02:38 作者: 表被動(dòng) 時(shí)間: 2025-3-26 08:04 作者: adduction 時(shí)間: 2025-3-26 08:45 作者: 填料 時(shí)間: 2025-3-26 14:22
A Systematic Approach to Designing Scenarios Involving Older Adult Simulated Participantsquestions older SPs may ask prior to involvement in simulations and provide examples of how older adults with . and older SPs can codesign scenarios, and we offer a scenario review framework. To illustrate the scenario design process, we embed a published framework for older SPs into the NHET-Sim phases, a national training programme in Australia.作者: macular-edema 時(shí)間: 2025-3-26 20:35
Training Older Adult Simulated Participants for Role Portrayaland how to schedule and organize training, ensuring frequent breaks, debriefing post-simulation, and evaluating SPs’ experiences. These efforts may enable and empower older adult SPs to contribute to and find value in this work and provide safe, effective, and authentic role-play for learners.作者: frugal 時(shí)間: 2025-3-26 21:01
Innovations in Older Adult Simulated Participant Methodologyon and partnership are invaluable when being innovative; each person/group can bring their specialized knowledge to the table. When selecting new simulation methods and technologies, careful attention must be paid to aligning the learning objectives with the capabilities and strengths of the methods.作者: Fracture 時(shí)間: 2025-3-27 04:57
Book 2024for the care of older adults that working with Simulated Participants (SPs) can help to address. The book provides elements of best practice related to simulation methodology are synthesized with relevant clinical evidence related to caring for older adults...?..This book will be an invaluable pract作者: 惡心 時(shí)間: 2025-3-27 06:48 作者: 突變 時(shí)間: 2025-3-27 11:17
A Focus on Older Adults as Simulated ParticipantsThis chapter introduces essential concepts related to working with older adult SPs, including key terms. It summarizes key considerations in working with older adult SPs, shares the origins of the book, introduces the editors and authors, and orients readers to the structure of the book.作者: 使人入神 時(shí)間: 2025-3-27 14:50
Embedding Simulation for the Care of Older Adults into Programso best support curricular efforts, educators must be prepared to collaborate with key partners, including SP Educators?(SPEs) and other simulation professionals, clinician educators, geriatric specialists, and the older adult simulated participants/patients (SPs) who bring their lived experiences to the process.作者: Volatile-Oils 時(shí)間: 2025-3-27 20:02
Faculty Reflections: Supporting Older Adult Simulated Participants in Giving Feedbackor effective feedback and then highlight unique perspectives older adult?SPs bring (opportunities) as well as some of the difficulties they may face (challenges). These opportunities and challenges can be kept in mind when considering training, logistics, and support for older adult?SPs to give feedback.作者: 高度贊揚(yáng) 時(shí)間: 2025-3-27 23:04
Cathy M. Smith,Nemat Alsaba,Debra NestelProvides essential information about working with older adult SPs to deliver effective and authentic education.Includes numerous practical tools to help readers implement concepts and strategies.Featu作者: 惡臭 時(shí)間: 2025-3-28 02:55
Comprehensive Healthcare Simulationhttp://image.papertrans.cn/d/image/242239.jpg作者: 紀(jì)念 時(shí)間: 2025-3-28 09:45 作者: 褲子 時(shí)間: 2025-3-28 12:20
978-3-031-65741-2The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: 充滿人 時(shí)間: 2025-3-28 15:25
Economics of Pumping Kite GeneratorsThis chapter introduces essential concepts related to working with older adult SPs, including key terms. It summarizes key considerations in working with older adult SPs, shares the origins of the book, introduces the editors and authors, and orients readers to the structure of the book.作者: 短程旅游 時(shí)間: 2025-3-28 21:15
https://doi.org/10.1007/978-3-642-39965-7or older. Working with older adult SPs in healthcare students’ and providers’ education can promote authenticity and learner engagement. The chapter builds on findings from a scoping review undertaken by the authors. We summarise findings of the scoping review and include considerations of benefits 作者: 付出 時(shí)間: 2025-3-29 00:46 作者: right-atrium 時(shí)間: 2025-3-29 04:40
AMP Secondary Sources: Aging Aircraftfor role portrayal. As SPs age, physical, sensory, and cognitive changes, as well as changes in health history and life transitions, may affect their involvement in simulation. Older adult SPs are valuable members of the simulation team, and it is important for SP educators to incorporate inclusive,作者: GREEN 時(shí)間: 2025-3-29 07:46
Springer Series in Reliability Engineeringsupporting learning through conversations. The phrase . implies some sort of exchange between participants—as learners, SPs, and other faculty. However, this chapter is largely designed for faculty to think about their own role in learning conversations. We outline three theories that inform learnin作者: 呼吸 時(shí)間: 2025-3-29 13:47 作者: concentrate 時(shí)間: 2025-3-29 18:02 作者: Spinal-Tap 時(shí)間: 2025-3-29 21:41 作者: 不理會(huì) 時(shí)間: 2025-3-30 00:51 作者: STAT 時(shí)間: 2025-3-30 06:02 作者: 攝取 時(shí)間: 2025-3-30 11:29
Can Cemal Cingi,Dilek Turan Ero?luo best support curricular efforts, educators must be prepared to collaborate with key partners, including SP Educators?(SPEs) and other simulation professionals, clinician educators, geriatric specialists, and the older adult simulated participants/patients (SPs) who bring their lived experiences to作者: 叢林 時(shí)間: 2025-3-30 12:47 作者: glucagon 時(shí)間: 2025-3-30 20:34
Douglas W. P. Hay,David Raeburned, virtual and mixed realities as well as embedding interactive reflective videos may be beneficial in situations where sensitive or potentially dangerous situations are being addressed. Learners have the opportunity to experience and practice responding to situations they may not otherwise encount作者: initiate 時(shí)間: 2025-3-30 23:40 作者: 發(fā)現(xiàn) 時(shí)間: 2025-3-31 01:38 作者: 致敬 時(shí)間: 2025-3-31 05:01 作者: GROWL 時(shí)間: 2025-3-31 09:28
