Some things cannot be learned in books and lectures. Translating knowledge into real life skills requires practice. Many professions regularly use methods such as simulation that provide practice to their trainees. We have developed a program at York University that takes advantage of these experiential learning tools.
As educators practicing for over a decade we have explored diverse ways to engage students in meaningful learning experiences. We have learned both from our own research and teaching that learning needs to be meaningful. Simulation uses human interaction to enhance professional development and provide an opportunity to practice skills in a safe space where one can make mistakes and try again with feedback and coaching.
The Simulated Person Methodology program utilizes simulators to replicate real workplace issues. This allows York University students the opportunity to apply knowledge and practice real life skills necessary to the workplace.
Some of the skills learners may develop through simulation within your class include:
- Demonstrate application of critical thinking and reasoning
- Develop interviewing skills using open-ended questions
- Maintain objectivity
- Understand the effect of eye contact, silence, paraphrasing, acknowledgement and bias on communication
- Respond to non-verbal cues
- Convey understanding
- Use body language appropriately
- Build trust
- Establish rapport
- Provide and receive feedback
- Develop reflective skills
- Develop emotional intelligence
Eva Peisachovich is an Assistant Professor at the School of Nursing at York University. Her research program involves developing capacity and expertise about innovative educational strategies to foster student success and enhance the student experience and transition to the workplace and clusters around three main foci: a) competency- and evidence-based research and knowledge mobilization in support of various experiential-education approaches in developing professional competence, especially in higher education milieus; b) simulation methodology and innovations in pedagogical context; and c) student experience. The conceptual frameworks which drive her research work are transformative education and reflective practice and are strongly aligned with her philosophy of teaching and learning and which have led to her vision to both create and explore innovative pedagogical practices ranging from the classroom to the workplace environment.
PhD - 2014
Peisachovich, E., Nelles, LJ., Murtha, S., Popovic, C., Epstein, I., and Da Silva, C. (2017). Proposing an Innovative and Collaborative Model to Embed a Simulated-Person Methodology Program within Higher Education. Innovation in Teaching and Education International. DOI: 10.1080/14703297.2017.1399808. http://www.tandfonline.com/doi/full/10.1080/14703297.2017.1399808 [Online]
Peisachovich, E., Johnson, S., Epstein, I., Da Silva, C., Gal, R., Appel, L., and Popovic. C. (2017). Simulated-Person Methodology Workshop: Enhancing Pedagogical Practices within Higher Education. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 8 (4), ISSN 2042-6364 http://infonomics-society.org/ijcdse/ [Accepted]
Epstein, I, Peisachovich, E., Da Silva, C., Lee, C., & Solomon, P. (2017). Medical Aesthetics Training: Shifting to Collective Competence. The Journal of Plastic Surgery Nursing, 37(3):103–108. doi: 10.1097/PSN.0000000000000196
Epstein I., Herne P., Masita S., Peisachovich E., Da Silva C., Grosman-Rimon L., Lee C., Robinson B., & Eliadis M. (2017). The Practice and Teaching of Palpation of the head and Neck: A scoping Review. Journal of Nursing Education and Practice, 7 (12), 20-27 doi: 10.5430/jnep.v7n12p20
Peisachovich, E,H., Nelles, LJ., Johnson, S., Nicholson, L., Gal, R., Kerr, B., Popovic, C., Epstein, I., and Da Silva, C. (2017). Developing a Simulated Person Methodology Workshop: An Experiential Education Initiative for Educators and Simulators. International Journal of Higher Education, 6 (1), 230-238.
Peisachovich, E. H., Gal, R., and Johnson, S. (2017). Experiences of 4th year nursing students with human simulators in their transition to practice. Journal of Nursing Education and Practice, 7(3), 1-9.
Peisachovich, E. H, Murtha, S., Phillips, A., and Messinger, G. (2016). Flipping the Classroom: An Approach to Enhance Judgment and Decision Making by Engaging, Interacting and Collaborating with First Year Undergraduate Students. International Journal of Higher Education, 5 (4) 114-121.
Peisachovich, E. (2016). Reflection Beyond Action: A Modified Version of the “Reflecting” phase of Tanner’s Clinical Judgment Model. International Journal of Nursing and Health Science. 3(2): 8-14
Peisachovich, E. H.(2016). Succeeding on the Canadian NCLEX-RN Incorporating Experiential Learning Approaches in the Education of Internationally Educated Nurses. Journal of Nursing Education and Practice, 6 (7), p. 101-108.
Mitchell, G.J., Pilkington, B., Jonas-Simpson, C.M., Daiski, I., Cross, N.L., Johnston, N., O'Grady, C.P., Peisachovich, E.H., & Tang, S.Y. (2016). Nursing education and complexity pedagogy: Faculty experiences with an e-learning platform. Journal of Nursing Education and Practice, 6 (5).
Peisachovich, E, H. (2015). The Importance of Intercultural Fluency in Developing Clinical Judgment. Journal of Nursing and Health Care, 2 (2), 53-59.
Peisachovich, E, H. (2015). The experience and understanding of clinical judgment of internationally educated nurses. Journal of Nursing Education and Practice, 5 (8), 33-43.
Chen, S., Coffey, S., Peisachovich, E, et al. (2008). Implementing Best Practice Guidelines onto Personal Digital Assistants: Preliminary Results and Lessons Learned. The Journal on Information Technology in Healthcare, 6 (1): 33-41.
Staff and Education Development Association (SEDA)
Simulated Learning Environments
Assistant Professor, RN, PhD
Locations / Contact Info:
Health, Nursing and Environmental Studies Building, 353
Phone: 416 736 2100 Ext. 33931
LJ Nelles is a PhD candidate at York University in the Department of Theatre. She has worked in medical education and human simulation for 14 years and is experienced in curriculum development, knowledge to practice and the creation of instructional content for e-learning. She is an educator in geriatric psychiatry at Mt. Sinai Hospital and is the Theatre Educator in Residence for the Humanities and Medicine Program at University of Toronto. A qualitative researcher, her doctoral work focuses on phenomenological, pedagogical and neuro-scientific aspects of performance training and the embodied knowledge that is a result of practice. LJ brings years of professional theatre experience as an actor, director and voice teacher to her work with non-theatre professionals where she uses performance practice to foster self-awareness, embodied practice and effective communication. She continues to work in the theatre training and coaching theatre professionals.
Wesson, V. Chiu, Mary., Feldman, R., Nelles, L. J., and Sadavoy, Joel. Dementia and Caregiving. Mental Health and Illness of the Elderly: Mental Health and Illness Worldwide. 1-33. Springer. Feb. 2017
Peisachovich, E.H., Nelles, LJ., Johnson, S., Nicholson, L., Gal, R., Kerr, B., Popovic, C., Epstein, I., Da Silva, C. Developing a Simulated-Person Methodology Workshop: An Experiential Education Initiative for Educators and Simulators. International Journal of Higher Education. 6:1, 2017
Chiu, M., Wesson, V. (Co-PI), Grek, A, Meerai, S., Nelles, LJ and Sadavoy, J. (Co-I). Understanding The Lived Experience Of Individuals, Caregivers And Families Touched By Frailty, Chronic Illness And Dementia In Ontario. Commissioned by the Law Commission of Ontario for Improving the Last Stages of Life. June 2016.
Nelles, Laura J., Smith, Cathy M., Lax, Leila R., and Russell, M. Lynn. Translating Face-to-Face Experiential Learning to Video for a Web-based Medical Communication Program. Journal of the Society for Teaching and Learning in Higher Education. 2(1). Sept 7, 2011.
Nelles, Laura Jayne. My Body,Their Story:Performing Medicine. Canadian Theatre Review. 146, 55-60, 2011
Lax, Leila. R., Russell, M. Lynn, Nelles, L.J., and Smith. Cathy M. (Oct/Nov.2009) Scaffolding Knowledge Building in a Web-based Communication and Cultural Competence Program for International Medical Graduates. Supplement Academic Medicine.