More than a feeling: emotional regulation strategies for simulation-based education
2024
Emotional Regulation Strategies for Simulation-Based Education
publication
Evidence: moderate
Author Information
Author(s): Vicki R. LeBlanc, Victoria Brazil, Glenn D. Posner
Primary Institution: University of Ottawa
Hypothesis
How can educators recognize and support learners' emotions during simulation sessions to optimize learning?
Conclusion
The study emphasizes the importance of recognizing and managing emotions in simulation-based education to enhance learning outcomes.
Supporting Evidence
- Emotions can enhance or impede learning in simulation-based education.
- Recognizing emotions helps educators support learners effectively.
- Emotional regulation strategies can improve learning outcomes.
Takeaway
This study shows that emotions are a normal part of learning in simulations, and understanding them can help students learn better.
Methodology
The paper explores existing theories and research on emotional regulation in simulation-based education.
Digital Object Identifier (DOI)
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