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Simulation Training through the Lens of Experience and Activity Analysis pp 279–289Cite as

New Questions for Interventions and Research in Simulation Training Based on Actors’ Activity

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Part of the Professional and Practice-based Learning book series (PPBL,volume 30)

Abstract

This chapter stresses specificities of care situations for designing simulations for training caregivers. Caregiving is considered as a particular case of dynamic management, where the activity is oriented toward other human subjects and is also “distributed” in temporal and organizational dimensions. Leplat's model of “double regulation of activity” is used as a key framework. It is extended beyond the initial focus on individual activity and takes into account the various temporalities of caregivers’ actions. Rasmussen's three levels of functioning are considered: skill-based (routine situations, linked to caregivers’ experiences), rule-based (applying predefined rules of action) and knowledge-based (when facing unusual cases). This analysis is then used for transposing the care-related dimensions from situations of action to training situations via simulation. Several challenges are stressed for their design: beyond the construction of “empathic” representations of the other who is the “object” of care they include the acquisition of a flexibility in caregivers’ levels of functioning, both for adapting to their “patient” and for preserving their own health. Broad avenues remain open to research and action in this complex issue of simulation in the care domain.

Keywords

  • Design of training simulations
  • Transposition
  • Double regulation of activity
  • Levels of functioning
  • Caregivers

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  • DOI: 10.1007/978-3-030-89567-9_14
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Notes

  1. 1.

    Professional didactics is a school of thought that allies research and intervention in professional training and relies at once on the contributions of Leplat’s cognitive ergonomics and Vergnaud’s model of conceptualization in action (2009). Mayen (2015) gives a detailed presentation of it.

  2. 2.

    We use the term “situation” to refer to the task system, with a system of resources and constraints, within an organization of stakeholders and prescribers. We can see this term as a development of Leplat’s definition of task (following Leontiev, op. cit.): a goal to reach under certain conditions.

  3. 3.

    We nevertheless also mention here the specific situations created by long-term illnesses or pathologies, where the patients can become “expert patients” and interact with care professionals on an equal footing.

  4. 4.

    R. Renaudin, Master student, University of Nantes, personal communication

  5. 5.

    Personal communication. Anonymity was requested.

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Authors and Affiliations

  1. André Revuz Didactics Laboratory (LADR), Université de Paris, Univ Paris Est Creteil, CY Cergy Paris Université, Univ. Lille, UNIROUEN, Paris, France

    Janine Rogalski

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  1. Janine Rogalski
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Editors and Affiliations

  1. Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland

    Simon Flandin

  2. Centre de Recherches en Education de Nantes, University of Nantes, Nantes, France

    Christine Vidal-Gomel

  3. Adult Education, University of Lille, Lille, France

    Raquel Becerril Ortega

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Rogalski, J. (2022). New Questions for Interventions and Research in Simulation Training Based on Actors’ Activity. In: Flandin, S., Vidal-Gomel, C., Becerril Ortega, R. (eds) Simulation Training through the Lens of Experience and Activity Analysis. Professional and Practice-based Learning, vol 30. Springer, Cham. https://doi.org/10.1007/978-3-030-89567-9_14

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