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Simulation Rhetorics: A Case Study o...

Guadron, Melissa,

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Simulation Rhetorics: A Case Study of Interprofessional Healthcare Training /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Simulation Rhetorics: A Case Study of Interprofessional Healthcare Training // Melissa Guadron.
Author:	Guadron, Melissa,
Description:	1 electronic resource (179 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-04, Section: B.
Contained By:	Dissertations Abstracts International86-04B.
Subject:	Rhetoric. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31673904
ISBN:	9798384087625

Simulation Rhetorics: A Case Study of Interprofessional Healthcare Training /
Guadron, Melissa,

Simulation Rhetorics: A Case Study of Interprofessional Healthcare Training /Melissa Guadron. - 1 electronic resource (179 pages)

Source: Dissertations Abstracts International, Volume: 86-04, Section: B.

Classroom-based simulations act as both reflections and deflections of reality. Nonetheless, their purpose is to enculturate students into a professional community through an experiential learning activity that asks students to adopt the mindset, mannerisms, and expertise of a professional. As such, students are molded into professionals through these experiences, and once they enter the workplace, they take part in shaping it, helping to subsequently craft the reality mirrored in future simulations. In other words, simulations create a feedback loop between the simulation and reality, each always shaping and reflecting a version of each other. Because of this, instructors and researchers need to take seriously not only the pedagogical implications of simulations, but also the sociopolitical.Guided by the methodological approach of abductive analysis (Tavory & Timmermans, 2014), this dissertation, through a mixed-methods case study of the pseudonymous Simulation for Raising Interprofessional Aptitude (STRIA) Program, examines how interprofessional healthcare students-social work students, in particular-are trained, through simulation, to provide patient-centered care in a simulated hospital setting.Specifically, building upon rhetorical theory, technical and professional communication, and critical disability studies, this study asks: How do interprofessional healthcare students work across divisions (in knowledge, experience, and language), together and with patients, to enact patient-centered care? How can rhetorical theory be put into practice to help interprofessional healthcare students prepare for working in unpredictable environments? How might pre-professional healthcare training, specifically simulation-based learning, respond to humanistic critiques about the efficacy and ethics of simulations? And what can rhetoricians learn from conducting in-situ research in complex workplace simulations?Key findings from this project offer rhetoric researchers and healthcare instructors analytical frameworks for unpacking the rhetorical, coalitional labor of simulation students as well as the ideological underpinnings of educational texts. These frameworks build upon an interdisciplinary vocabulary including novel rhetorical constructs introduced in this work. Chief among them is metarhetorical attunement, an embodied rhetorical disposition to how one's dwelling in time and space affects rhetorical possibility and one's situated learning.Ultimately, I argue that STRIA instructors can better enculturate students into their professional identities and workplace practices by leaning into the affordances of simulation-based learning, particularly its artificiality. In other words, rather than trying to faithfully replicate healthcare realities in simulation, instructors can help students to develop their metarhetorical attunement by mindfully building in opportunities for students to slow down and reflect on their situated learning within the moment-something they will have significantly less opportunity to do in the real world. Doing so will not only key them into their own cognitive-rhetorical attunements; it will also allow them to contextualize the influence of complex spatial and sociopolitical processes that reciprocally act upon them, their work, and the healthcare realities they are helping to shape.

English

ISBN: 9798384087625Subjects--Topical Terms:

516647
Rhetoric.
Subjects--Index Terms:

Rhetorical theory

Simulation Rhetorics: A Case Study of Interprofessional Healthcare Training /
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520 $a Classroom-based simulations act as both reflections and deflections of reality. Nonetheless, their purpose is to enculturate students into a professional community through an experiential learning activity that asks students to adopt the mindset, mannerisms, and expertise of a professional. As such, students are molded into professionals through these experiences, and once they enter the workplace, they take part in shaping it, helping to subsequently craft the reality mirrored in future simulations. In other words, simulations create a feedback loop between the simulation and reality, each always shaping and reflecting a version of each other. Because of this, instructors and researchers need to take seriously not only the pedagogical implications of simulations, but also the sociopolitical.Guided by the methodological approach of abductive analysis (Tavory & Timmermans, 2014), this dissertation, through a mixed-methods case study of the pseudonymous Simulation for Raising Interprofessional Aptitude (STRIA) Program, examines how interprofessional healthcare students-social work students, in particular-are trained, through simulation, to provide patient-centered care in a simulated hospital setting.Specifically, building upon rhetorical theory, technical and professional communication, and critical disability studies, this study asks: How do interprofessional healthcare students work across divisions (in knowledge, experience, and language), together and with patients, to enact patient-centered care? How can rhetorical theory be put into practice to help interprofessional healthcare students prepare for working in unpredictable environments? How might pre-professional healthcare training, specifically simulation-based learning, respond to humanistic critiques about the efficacy and ethics of simulations? And what can rhetoricians learn from conducting in-situ research in complex workplace simulations?Key findings from this project offer rhetoric researchers and healthcare instructors analytical frameworks for unpacking the rhetorical, coalitional labor of simulation students as well as the ideological underpinnings of educational texts. These frameworks build upon an interdisciplinary vocabulary including novel rhetorical constructs introduced in this work. Chief among them is metarhetorical attunement, an embodied rhetorical disposition to how one's dwelling in time and space affects rhetorical possibility and one's situated learning.Ultimately, I argue that STRIA instructors can better enculturate students into their professional identities and workplace practices by leaning into the affordances of simulation-based learning, particularly its artificiality. In other words, rather than trying to faithfully replicate healthcare realities in simulation, instructors can help students to develop their metarhetorical attunement by mindfully building in opportunities for students to slow down and reflect on their situated learning within the moment-something they will have significantly less opportunity to do in the real world. Doing so will not only key them into their own cognitive-rhetorical attunements; it will also allow them to contextualize the influence of complex spatial and sociopolitical processes that reciprocally act upon them, their work, and the healthcare realities they are helping to shape.
546 $a English
590 $a School code: 0168
650 4 $a Rhetoric. $3 516647
650 4 $a Technical communication. $3 3172863
653 $a Rhetorical theory
653 $a Critical disability studies
653 $a Technical and professional communication
653 $a Healthcare simulation
653 $a Interprofessional education
690 $a 0643
690 $a 0681
690 $a 0769
710 2 $a The Ohio State University. $b English. $e degree granting institution. $3 3821702
720 1 $a Teston, Christa $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-04B.
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791 $a Ph.D.
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856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31673904