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

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 Elements
The character &
learner respected
Experts controls the
learning direction
An 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?

Research
Undergraduate 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

Rewards
Engaging
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
k.reid-searl@cqu.edu.au
Ph 49309741

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 & TEACHING THROUGH SIMULATION

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