From: Effects of developing scenario learning in a fundamental nursing course: a pilot study
Theory Phase | Theoretical Sub-process | Curriculum Activities | Supported Technologies |
---|---|---|---|
Phase 1 Sharing learning experiences | Introducing the overall learning experience for creating a draft scenario | Identifying learning goals, process and evaluation criteria Sharing prior learning by team | Lecture plan Basic workbook Lecture notes Video clips with online resource |
Phase 2 Making components | Create an overview of the scenario by generating queries according to various perspectives | Selection of core basic nursing skills Factors that can occur during skill are set as components | Checklist of nursing skills Fishbone diagram |
Phase 3 Creating scenarios | Build hypotheses based on initial scenario interpretation | Convergence of incidents and derived nursing problems Experience the creation of various scenarios | Communication dialog Communication analysis book |
Phase 4 Agreeing scenario | Agree on scenario development through a common pattern of discussions | Create a scenario story that reflects the subject’s contextual characteristics with the dialog book selected after discussion Create a scenario module | Scenario module |
Phase 5 Reestablish the scenario | Rethinking and reflecting the interpretations of the scenario | After deciding a role with a scenario story, the role-play proceeds Draw, share, and reflect on experiences in the scenario development process | Scenario evaluation tool Reflection log |