COGNITION IN PRACTICE PDF
Request PDF on ResearchGate | Cognition in Practice | List of figures List of tables Preface 1. Introduction: psychology and anthropology I Part I. Theory in. Cambridge Core - Social and Cultural Anthropology - Cognition in Practice PDF; Export citation 8 - Outdoors: a social anthropology of cognition in practice. Revisiting Lave's 'Cognition in Practice'. Authors: Christian Greiffenhagen and Wes Sharrock. Address: Christian Greiffenhagen. Department of.
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the anthology Understanding Practice: Perspectives on Activity and Context, . of situated activity armed only with a theory of cognition and good intentions. as these are situated in communities of practice in tht United States? . shared cognition that resulcs in the end in the internaliza~ion of knowledge by. Cognitive Interviewing Methods: Think-Aloud and Verbal Probing. . Consistent with recent practice (see Willis, et al., ), the term think-aloud is used here to.
Fidelity can take on the aspects of following the HFS. The first principle addresses transfer of knowledge. In addi- separated from the social world and the contextual elements tion, fidelity is typically divided into three levels: low, mod- that give it meaning.
Evidence for this statement becomes erate, and high. Low-fidelity simulations can be written apparent in the following example. During the HFS involv- case studies or static manikins for introducing and practic- ing care of the patient experiencing unstable angina, it was ing psychomotor skills; moderate-fidelity simulations offer necessary for students to administer morphine 2 mg IV pre- more realism, such as role-playing, incorporation of pared from a vial.
The students practiced the drug calcula- manikins, or a combination; and HFSs provide a realistic tion on paper prior to the simulation and accurately environment that includes either authentic characters, man- calculated the volume to be given.
The principle that transfer of knowl- Nursing is a practice discipline, and educational prep- edge from one context to the other cannot be assumed is aration of future nurses involves clinical experiences within evident in this example.
Students had the correct cognitive the health care environment i. Fol- These clinical experiences situate the learner student lowing this HFS experience, can accurate drug calculations within a social community to learn as he or she acts in now be transferred to a similar HFS or, more importantly, to situations and is acted on Wilson, A cognitive ap- the real world?
This question warrants investigation. With the de- students.
The following examples depict the princi- orders, figure out how to obtain the drug from a locked ples of situated cognition in an HFS. All this occurred while the patient was complaining of pain and alarms were beeping.
This contrasts with learning in a low- Situated Cognition Principles Applied to HFS fidelity simulation, where these actions are discussed but not actually carried out.
It is noted that students stumble The case scenario described here depicts principles of when they actually use these ingredients in this case, situated cognition within an HFS. This HFS designed for medication calculation and preparation versus stating the senior nursing student teams in a bachelor of science in actions or using faculty-prepared medications. The environment mimics a hospital set- addresses the construction of meaning within the commu- ting, with a manikin that talks, breathes, and produces nity of practice.
This is based on events that occur in heart, lung, and bowel sounds. Replicating the people or saturation, which change in real time. Health fluids infusing, which can be regulated. A locked medica- care providers have their own jargon and behavior, which tion cabinet, supply cabinet, and telephone are available.
Am I having medication record, and chart, similar to that provided prior a heart attack? An avoiding division of preplanning duties among the students.
This prior knowledge nity of the nurse.
In this ex- ample, the concept of pain is used. Developing patient out- comes and interventions for pain secondary to ischemia is Implications for Nursing Educational Research different from outcomes and interventions for chronic pain. Investigation and design of learning strategies situated that the outcomes and interventions were more appropriate within the context of HFS can be directed at any one or all for someone having chronic pain.
Table 1 outlines key points for educators as goal 1 hour after administration of pain medication. The characteristics of anginal pain and chronic pain still needed defining and development.
This became obvi- People Community ous to the students during debriefing and feedback on the plan of care. Students were able to recognize the connec- What patterns of relationships between people students, tion of ongoing angina pain with continued cardiac ische- patients, and community members best situate learning?
What health care issues are relevant for learning and context encompassing cultural practices, values, and ways therefore should be incorporated within the context of an of thinking and perceiving. This can be viewed as HFS? An HFS can nurse role?
Situated Learning Theory (Lave)
Are reoccurring conceptual confusion efforts to become a legitimate member of the social com- or knowledge deficits identified during HFS that are not munity. An example consistent with this principle became obvious with other assessment methods? How can use of the evident during debriefing after the angina simulation. Stu- situated cognition framework guide HFS debriefing? Following to initiate discussion on what assessments, interventions, an HFS, is it more obvious to the student and faculty that and evaluations the nurse undertakes in caring for a patient new tools are needed or knowledge of how to use them?
A. Social Cognitive Theory
Situated cognition, a type of experiential learn- ing, provides a concise framework to direct and guide Maintaining the reality of an HFS is essential. How can the learning within this pedagogical method in nursing educa- educator design and direct the HFS to avoid loss of this tion. Nursing, as a practice profession, needs to prepare reality? What components of the context of the situation graduate nurses who are ready to enter the practice environ- most affect learning and to what extent?
For example, what ment and practice independently within a short time. Use of ingredients artifacts are essential, helpful, or less relevant HFS within the situated cognition framework relocates in creating the real-life context?
What common student learning from the decontextualized traditional teaching par- questions during an HFS that break the fidelity of the adigm to a real-world human activity paradigm.
Situated simulation could have been addressed ahead of time? How cognition provides a learning framework to direct and can patient care roles between groups of students be structure learning that occurs in a social activity incorporat- delineated? What complexity of the HFS appropriately ing the mind, the body, the activity, and the ingredients in matches the level of the students within the curriculum?
References Conclusion Barab, S. From Simulation as a teachingelearning strategy in nursing practice fields to communities of practice. In Theoretical foundations of education has been used in a variety of formats and degrees learning environments. Mahwah, NJ: Lawrence Erlbaum. Brannan, J.
Simulator effects on cog- of fidelity, including case study discussion, role-playing, nitive skills and confidence levels. Journal of Nursing Education, and the use of task trainers and static manikins, and now the 47 11 , Educational Researcher, 18 1 , The environment created Cioffi, J.
Clinical simulations: Development and validation.
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Nurse Education Today, 21, Experiential learning: A theoretical critique from five evaluation, and incorporation of this technology into nurs- perspectives Report No. Columbus, OH: Office of Educational ing curricula. Moving from novice to expert and the value of learn- McCallum, J.
The debate in favour of using simulation education ing in clinical practice: A literature review. Nurse Education Today, in pre-registration adult nursing. Nurse Education Today, 27, Medley, C. Using simulation technology for under- Flanagan, B. Making patient safety the graduate nursing education. Journal of Nursing Education, 44 1 , Merriam, S. Learning in adult- Medical Education, 38, San Francisco: Jossey-Bass.
Gieselman, J. Implications of the situ- Monti, E. The use of an anes- ated learning model for teaching and learning in nursing research.
Jour- thesia simulator in graduate and undergraduate education. Clinical Forum for Nurse Anesthetists, 9 2 , Henneman, E. Using clinical simulation to Nehring, W.
Nurse Edu- man patient simulators in nursing education: an international survey. Nursing Education Perspectives, 25 5 , Kuiper, R. Seropian, M. Simulation: Debriefing with the OPT model of clinical reasoning during Not just a manikin.
Key Terms: Situated Learning Theory Lave. In contrast with most classroom learning activities that involve abstract knowledge which is and out of context, Lave argues that learning is situated; that is, as it normally occurs, learning is embedded within activity, context and culture.
It is also usually unintentional rather than deliberate. Knowledge needs to be presented in authentic contexts — settings and situations that would normally involve that knowledge. As the beginner or novice moves from the periphery of a community to its center, he or she becomes more active and engaged within the culture and eventually assumes the role of an expert.
Other researchers have further developed Situated Learning theory. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge. You must be logged in to post a comment. Jean Lave  Key Terms: Legitimate Peripheral Participation LPP , Cognitive Apprenticeship Situated Learning Theory Lave In contrast with most classroom learning activities that involve abstract knowledge which is and out of context, Lave argues that learning is situated; that is, as it normally occurs, learning is embedded within activity, context and culture.
References Lave, J. Cognition in Practice: Mind, mathematics, and culture in everyday life.Situated cognition and the culture of learning.
Ingredients Activity [tools] [participation] [artifacts] Such as objects, That is technology, authentic, such as high fidelity Interacting languages, images, simulation with prior knowledge Figure 1 Situated cognition framework.
Am I having medication record, and chart, similar to that provided prior a heart attack? Journal of Nursing Education, An update on adult learning theory Vol.
Membership and interaction in social and cultural groups is often determined by tools, technologies and discourse use for full participation. Evidence for this statement becomes erate, and high.
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