Interprofessional Simulation in Health Care by Unknown

Interprofessional Simulation in Health Care by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9783030195427
Publisher: Springer International Publishing


5.3.1 Enactments of the Patients’ Body

Our findings show that students and student teams relate to the manikin in different ways as the scenario unfolds (Nyström et al. 2014, 2016). This means that students enact the manikin as multiple bodies, changing – depending on the issues raised in the scenario. Multiple enactments of the manikins’ body were also found in a parallel project study by Hopwood et al. (2016; see Chap. 2). In the following, we will show how the manikin is enacted as a technical, a medical, and a human body, all of which are relevant and related to the development of the scenario. The ways students engaged with the manikin, and the tasks they were enacting reflected some of their specific professional roles and responsibilities but were also enacted as incentives to initiate or co-ordinate collaborative efforts. It was noticeable how students related to the manikin as a technical body, a medical body and a human body as the scenario was unfolding.

Enacting the manikin as a technical body was emerging in the briefing phase of the simulation, when the technical features and affordances of the manikin was presented. The technical body also came into play through the way’s students performed the various examinations during the scenario in accordance with the affordances of the manikin. Examples of the adjustment of the examination to the technical body are the insertion of a peripheral venous catheter that needed to be performed on the right arm of the manikin. The briefing session also included the technical limitations for what could be physically examined. The manikin was breathing and answering to direct questions, but the inspection of injuries was impossible. The students were instructed to ask questions about the clinical data that they needed. The answers from the manikin and the clinical data was provided through a loudspeaker voice from the control room.

Students were also enacting the manikin as a medical body as the scenario unfolded. This enactment was foremost initiated by the medical students and were visible in the ways the clinical procedures were emerging. The theoretical medical knowings, of anatomical structures and the assessment of bodily functions in regard of injuries was displayed. Decisions followed by actions to ensure the medical status and safety of the manikin as a medical body.

A third way of enacting the manikin, as a human body emerged in the way students addressed the manikin as a person. Students were calling the manikin by the name of the patient in the scenario and informing her about what the next action of the team what supposed to include. The attunement to the manikin as a human body also showed the ways students were caring for the manikin. This enactment was foremost initiated by nursing students, and were visible in the ways the manikin, now patient, was cared for to make as comfortable as possible. Examples of this include touching the patient’s arm while talking to her or tucking a blanket around the feet to keep her warm.

The ways students



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