Understanding Interprofessional Simulation Practice

  • Hans RystedtEmail author
  • Madeleine Abrandt Dahlgren
  • Michelle Kelly
Part of the Professional and Practice-based Learning book series (PPBL, volume 26)


The research on simulation practice has been suggested as too evaluative and protocol-driven, neglecting theoretical groundwork. There is a need for more theorised, process-oriented analyses of simulation practice to meet this gap in current research. This chapter outlines the theoretical frameworks that situate research on interprofessional simulation practices in different but related practice-oriented views, that has been applied in empirical research across the collaborating teams. Further, the chapter provides an overview of the discourse and critical issues for interprofessional learning/collaboration, with a particular view to the potential of practice-oriented theories to contribute to simulation as a pedagogical practice for learning interprofessional collaboration.


  1. Abrandt Dahlgren, M., Hopwood, N., & Fenwick, T. (2016). Theorising simulation in higher education: Difficulty for learners as an emergent phenomenon. Teaching in Higher Education, 21(6), 613–627. Scholar
  2. Alaç, M. (2008). Working with brain scans: Digital images and gestural interaction in fMRI laboratory. Social Studies of Science, 38(4), 483–508.CrossRefGoogle Scholar
  3. Boet, S., Bould, M. D., Fung, L., Qosa, H., Perrier, L., Tavares, W., et al. (2014). Transfer of learning and patient outcome in simulated crisis resource management: A systematic review. Canadian Journal of Anesthesia, 61(6), 571–582.CrossRefGoogle Scholar
  4. Bowker, G. C., & Star, S. L. (1999). Sorting things out: Classification and its consequences. Cambridge, MA: MIT Press.Google Scholar
  5. Brydges, R., Hatala, R., Zendejas, B., Erwin, P. J., & Cook, D. A. (2015). Linking simulation-based educational assessments and patient-related outcomes: A systematic review and meta-analysis. Academic Medicine, 90(2), 246–256. Scholar
  6. Czarniawska, B. (2007). Shadowing: And other techniques for doing fieldwork in modern societies. Copenhagen: Liber and Copenhagen Business School Press.Google Scholar
  7. Dennis, D., Furness, A., Duggan, R., & Critchett, S. (2017). An interprofessional simulation-based learning activity for nursing and physiotherapy students. Clinical Simulation in Nursing, 13(10), 501–510.CrossRefGoogle Scholar
  8. Dieckmann, P. (2007). Deepening the theoretical foundations of patient simulation as social practice. Simulation in Healthcare, 2, 183–193.CrossRefGoogle Scholar
  9. Eikland Husebø, S., Rystedt, H., & Friberg, F. (2011). Educating for teamwork – Nursing students’ coordination methods in simulated cardiac arrest situations. Journal of Advanced Nursing., 67(10), 2239–2255.CrossRefGoogle Scholar
  10. Engeström, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43(7), 960–974.CrossRefGoogle Scholar
  11. Erickson, F. (2007). Ways of seeing video: Towards a phenomenology of viewing minimally edited footage. In R. Goldman, R. Pea, S. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 145–155). Mahwah: Lawrence Erlbaum Associate Publishers.Google Scholar
  12. Escher, C., Rystedt, H., Creutzfeldt, J., Meurling, L., Nyström, S., Dahlberg, J., et al. (2017). Method matters: Impact of in-scenario instruction on simulation-based team training. Advances in Simulation, 2(25). doi:
  13. Fanning, R. M., & Gaba, D. M. (2007). The role of debriefing in simulation-based learning. Simulation in Healthcare, 2(2), 115–125.CrossRefGoogle Scholar
  14. Fenwick, T., & Abrandt Dahlgren, M. (2015). Towards socio-material approaches in simulation-based education: Lessons from complexity theory. Medical Education, 49(4), 359–367. Scholar
  15. Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research. Tracing the material. Abigdon: Routledge.Google Scholar
  16. Francis, D. J., & Hester, S. (2004). An invitation to ethnomethodology: Language, society and interaction. London: Sage Publications.CrossRefGoogle Scholar
  17. Gaba, D. (2018). Human error in dynamic medical domains. In M. S. Bogner (Ed.), Human error in medicine (pp. 197–224). Hillsdale: Lawrence Erlbaum Associates.CrossRefGoogle Scholar
  18. Garfinkel, H. (1967). Studies in ethnomethodology. Englewoods Cliffs: Prentice Hall.Google Scholar
  19. Garfinkel, H. (2002). Ethnomethodology’s program: Working out Durkeim’s aphorism. Lanham: Rowman & Littlefield Publishers.Google Scholar
  20. Gherardi, S. (2009). Organisational knowledge: The texture of workplace learning. Oxford: Blackwell publishing.Google Scholar
  21. Giddens, A. (1984). The constitution of society. Berkley: University of California Press.Google Scholar
  22. Gjeraa, K., Jepsen, R. M., Rewers, M., Ostergaard, D., & Dieckmann, P. (2016). Exploring the relationship between anaesthesiologists’ non-technical and technical skills. Acta Anaesthesiology Scandinavia, 60(1), 36–47. Scholar
  23. Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633.CrossRefGoogle Scholar
  24. Goodwin, C. (1995). Seeing in depth. Social Studies of Science, 25(2), 237–274.CrossRefGoogle Scholar
  25. Goodwin, C. (2018). Learning in doing: Social, cognitive and computational perspectives. Cambridge: Cambridge University Press.Google Scholar
  26. Gough, S., Hellaby, M., Jones, N., & MacKinnon, R. A. (2012). A review of undergraduate interprofessional simulation-based education (ipse). Collegian, 19(3), 153–170.CrossRefGoogle Scholar
  27. Green, B., & Hopwood, N. (Eds.). (2015). The body in professional practice, learning and education. Dordrecht: Springer.Google Scholar
  28. Hager, P., & Hodkinson, P. (2009). Moving beyond the metaphor of transfer of learning. British Educational Research Journal, 35(4), 619–638.CrossRefGoogle Scholar
  29. Hager, P., Lee, A., & Reich, A. (Eds.). (2012). Practice, learning and change: Practice-theory perspectives on professional learning. Dordrecht: Springer.Google Scholar
  30. Hamstra, S. J., Brydges, R., Hatala, R., Zendejas, B., & Cook, D. A. (2014). Reconsidering fidelity in simulation-based training. Academic Medicine, 89(3), 387–392. Scholar
  31. Heath, C., & Luff, P. (2000). Technology in action. London: Cambridge University Press.CrossRefGoogle Scholar
  32. Heath, C., Hindmarsh, J., & Luff, P. (2010). Video in qualitative research. London: SAGE Publications Ltd.Google Scholar
  33. Hindmarsh, J., & Pilnick, A. (2002). The tacit order of teamwork: Collaboration and embodied conduct in anesthesia. The Sociological Quarterly, 43(2), 139–164. Scholar
  34. Hindmarsh, J., Hyland, L., & Banerjee, A. (2014). Work to make simulation work: ‘Realism’, instructional correction and the body in training. Discourse Studies, 16(2), 247–269. Scholar
  35. Hopwood, N., Abrandt Dahlgren, M., & Siwe, K. (2014). Developing professional responsibility in medicine: A sociomaterial curriculum. In T. Fenwick & M. Nerland (Eds.), Reconceptualising professional learning (pp. 171–183). London: Routledge.Google Scholar
  36. Hopwood, N., Rooney, D., Boud, D., & Kelly, M. A. (2016). Simulation in higher education: A sociomaterial view. Educational Philosophy and Theory, 48(2), 165–178. Scholar
  37. Johansson, E., Lindwall, O., & Rystedt, H. (2017). Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings. International Journal of Computer Supported Collaborative Learning, 12(1), 91–112.CrossRefGoogle Scholar
  38. Johnson, E. (2007). Surgical simulators and simulated surgeons: Reconstituting medical practice and practitioners in simulations. Social Studies of Science, 37(4), 585–608.CrossRefGoogle Scholar
  39. Johnson-Laird, P. (2006). Mental models in cognitive science. Cognitive Science, 4(1), 71–115.CrossRefGoogle Scholar
  40. Kelly, M., & Guinea, S. (2018). Facilitating healthcare simulations. In D. Nestel, M. Kelly, B. Jolly, & M. Watson (Eds.), Healthcare simulation education: Evidence, theory and practice (pp. 143–151). West Sussex: Wiley.Google Scholar
  41. Kelly, M., Ashokka, B., & Krishnasamy, N. (in press). Cultural conciderations in simulation-based education.Google Scholar
  42. Kemmis, S. (2009). Understanding professional practice: A synoptic framework. In B. Green (Ed.), Understanding and researching professional practice (pp. 19–38). Rotterdam: Sense Publishers.CrossRefGoogle Scholar
  43. Kinsella, E. A. (2015). Embodied knowledge: Toward a corporeal turn in professional practice, research and education. In B. Green & N. Hopwood (Eds.), The body in professional practice, learning and education: Body/practice (pp. 245–260). Cham: Springer International Publishing.Google Scholar
  44. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs: Prentice Hall.Google Scholar
  45. Koschmann, T. (2013). Conversation analysis and collaborative learning. In C. E. Hmelo-Silver, C. Chinn, C. K. K. Chan, & A. O’Donnell (Eds.), The international handbook of collaborative learning (pp. 149–167). New York: Routledge.Google Scholar
  46. Koschmann, T., LeBaron, C., Goodwin, C., & Feltovich, P. (2011). ‘Can you see the cystic artery yet?’ A simple matter of trust. Journal of Pragmatics, 43(2), 521–541.CrossRefGoogle Scholar
  47. Kozmenko, V., Johnson Bye, E., Simanton, E., Lindemann, J., & Schellpfeffer, S. E. (2017). The optimal time to institute interprofessional education in the medical school curriculum. Medical Science Educator, 27, 259–266.CrossRefGoogle Scholar
  48. Kuhn, T. S. (1962). The structure of scientific revolutions (1st ed.). Chicago: University of Chicago Press.Google Scholar
  49. Latour, B. (2005). Reassembling the social. Oxford: Oxford University Press.Google Scholar
  50. Linell, P., & Persson Thunqvist, D. (2003). Moving in and out of framings: Activity contexts in talks with young unemployed people within a training project. Journal of Pragmatics, 35(3), 409–434.CrossRefGoogle Scholar
  51. McGaghie, W., Draycott, T., Dunn, W., Lopez, C., & Stefanidis, D. (2011). Evaluating the impact of simulation on translational patient outcomes. Simulation in Healthcare, 6(7), 42–47. Scholar
  52. Miettinen, R. (2000). The concept of experiential learning and John Dewey’s reflective thought and action. International Journal of Lifelong Education, 19(1), 54–72.CrossRefGoogle Scholar
  53. Nestel, D., Walker, K., Simon, R., Aggarwal, R., & Andreatta, P. (2011). Nontechnical skills: An inaccurate and unhelpful descriptor? Simulation in Healthcare, 6(1), 2–3. Scholar
  54. Nestel, D., Krogh, K., & Kolbe, M. (2018). Exploring realism in healthcare simulations. In D. Nestel, M. Kelly, B. Jolly, & M. Watson (Eds.), Healthcare simulation education: Evidence, theory and practice (pp. 23–28). West Sussex: Wiley.Google Scholar
  55. Nicolini, D. (2009). Zooming in and out: Studying practices by switching theoretical lenses and trailing connections. Organization Studies, 30(12), 1391–1418. Scholar
  56. Nyström, S., Dahlberg, J., Hult, H., & Abrandt Dahlgren, M. (2016a). Enacting simulation: A sociomaterial perspective on students’ interprofessional collaboration. Journal of Interprofessional Care, 30(4), 441–447.CrossRefGoogle Scholar
  57. Nyström, S., Dahlberg, J., Edelbring, S., Hult, H., & Abrandt Dahlgren, M. (2016b). Debriefing practices in interprofessional simulation with students: A sociomaterial perspective. BMC Medical Education, 16(148), 1–8.Google Scholar
  58. Orr, F., Kellehear, K., Armari, E., Pearson, A., & Holmers, D. (2013). The distress of voice-hearing: The use of simulation for awareness, understanding and communication skill development in undergraduate nursing education. Nurse Education in Practice, 13(6), 529–535. Scholar
  59. Ortner, S. (1984). Theory in anthropology since the 60s. Comparative Studies in Society and History, 26(1), 126–166.CrossRefGoogle Scholar
  60. Piaget, J. (1970). Piaget’s theory. In P. H. Mussen (Ed.), Manual of child psychology (pp. 703–732). London: Wiley.Google Scholar
  61. Pitkäjärvi, M., Eriksson, E., & Pitkälä, K. (2012). The diversity issue revisited: International students in clinical environment. ISRN Nursing, 2012, 294138. Scholar
  62. Reckwitz, A. (2002). Toward a theory of social practices: A development in culturalist theorizing. European Journal of Social Theory, 5(2), 243–263.CrossRefGoogle Scholar
  63. Rooney, D., Hopwood, N., Boud, D., & Kelly, M. (2015). The role of simulation in pedagogies of higher education for the health professions: Through a practice-based lens. Vocations and Learning, 8(3), 269–285. Scholar
  64. Rudolph, J., Simon, R., Dufresne, R., & Raemer, D. (2006). There’s no such thing as “non- judgemental” debriefing: A theory and method for debriefing with good judgements. Simulation in Healthcare, 1(1), 49–55.CrossRefGoogle Scholar
  65. Rystedt, H., & Sjöblom, B. (2012). Realism, authenticity, and learning in healthcare simulations: Rules of relevance and irrelevance as interactive achievements. Instructional Science, 40(4), 785–798.CrossRefGoogle Scholar
  66. Sacks, H. (1992). Lectures on conversation, volumes I and II. Edited by G. Jefferson with Introduction by E. A. Schegloff. Oxford: Blackwell.Google Scholar
  67. Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 60(54), 696–735.CrossRefGoogle Scholar
  68. Säljö, R. (2009). Learning, theories of learning and units of analysis in research. Educational Psychology, 33(3), 202–208.CrossRefGoogle Scholar
  69. Sanchez Svensson, M. (2007). Monitoring practice and alarm technology in anesthesiology. Health Informatics Journal, 13(1), 9–21.CrossRefGoogle Scholar
  70. Schatzki, T. R. (2002). The site of the social: A philosophical account of the constitution of social life and change. University Park: Pennsylvania State University Press.Google Scholar
  71. Schatzki, T. R. (2005). The sites of organizations. Organization Studies, 26, 465–484.CrossRefGoogle Scholar
  72. Schatzki, T. R. (2012). A primer on practices. In J. Higgs, R. Barnett, S. Billett, M. Hutchings, & F. Trede (Eds.), Practice-based education: Perspectives and strategies (pp. 13–26). Rotterdam: Sense.CrossRefGoogle Scholar
  73. Schegloff, E. A. (1991). Conversation analysis and socially shared cognition. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 150–171). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
  74. Schoenherr, J. R., & Hamstra, S. J. (2017). Beyond fidelity: Deconstructing the seductive simplicity of fidelity in simulator-based education in the health care professions. Simulation in Healthcare, 12(2), 117–123. Scholar
  75. Slack, R., Hartswood, M., Procter, R., & Rouncefield, M. (2007). Culture of reading: On professional vision and the lived work of mammography. In S. Hester & D. Francis (Eds.), Orders of ordinary action (pp. 175–193). Hampshire: Ashgate.Google Scholar
  76. Srivastava, P., & Hopwood, N. (2009). A practical iterative framework for qualitative data analysis. International Journal of Qualitative Methods, 8(1), 76–84.CrossRefGoogle Scholar
  77. Stahl, G. (2012). Ethnomethodologically informed. International Journal of Computer-Supported Collaborative Learning, 7(1), 1–10.CrossRefGoogle Scholar
  78. Stokes-Parish, J. B., Duvivier, R., & Jolly, B. (2017). Does appearance matter? Current issues and formulation of a research agenda for moulage in simulation. Simulation in Healthcare, 12(1), 47–50. Scholar
  79. Suchman, L. (1987). Plans and situated actions: The problem of human-machine communication. Cambridge: Cambridge University Press.Google Scholar
  80. Tun, J. K., Alinier, G., Tang, J., & Kneebone, R. L. (2015). Redefining simulation fidelity for healthcare education. Simulation & Gaming, 46(2), 159–174. Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Hans Rystedt
    • 1
    Email author
  • Madeleine Abrandt Dahlgren
    • 2
  • Michelle Kelly
    • 3
  1. 1.University, of GothenburgGothenburgSweden
  2. 2.Linköping UniversityLinköpingSweden
  3. 3.Curtin UniversityPerthAustralia

Personalised recommendations