A conceptual model to inform the design of healthcare simulations that promote errors as a catalyst for learning: A discussion paper.

Background: Previous studies have demonstrated that students who are engaged in learning tasks and make errors before receiving instruction on how to complete them, achieve better learning outcomes than students who first receive instruction and then complete the learning activities with the aim of avoiding errors. Although simulation literature often refers to errors as learning opportunities, to date, there is limited understanding of how pedagogical approaches that promote learning from errors can guide the design of simulation-based learning in healthcare education.

Aims: To (a) present the Learning from Errors conceptual model; and (b) provide an example of how educators can use this model.

From Sensor Data to Educational Insights.

Technology is gradually becoming an integral part of learning at all levels of educational [...

Transmission of SARS-CoV-2 in a primary school setting with and without public health measures using real-world contact data: A modelling study.

Background: Stringent public health measures have been shown to influence the transmission of SARS-CoV-2 within school environments. We investigated the potential transmission of SARS-CoV-2 in a primary school setting with and without public health measures, using fine-grained physical positioning traces captured before the COVID-19 pandemic.

Methods: Approximately 172.

Basic Life Support Training for undergraduate nursing students: An integrative review.

The aim of this review was to identify the role of basic life support training interventions in international undergraduate nursing education, that support optimal acquisition and retention of knowledge, psychomotor skills and resuscitation self-efficacy. Twenty-four articles were identified and analysed using an integrative review approach. Studies were reviewed for quality using a Critical Appraisal Skills Programme checklist.

Healthcare students' perceptions and experiences of making errors in simulation: An integrative review.

Background: Research literature suggests that learning from mistakes facilitates news insights and leads to professional development. The significant growth in the use of simulation-based learning is premised on the understanding that in this context learners can make and learn from their errors without negatively impacting real patients. However, studies also suggest that making errors can be emotionally detrimental to learners.