Teachers' Conceptions as a Basis for the Design of an Educational Application: Case Perioperative Nursing
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32920
Teachers' Conceptions as a Basis for the Design of an Educational Application: Case Perioperative Nursing

Authors: Antti Pirhonen, Minna Silvennoinen


The only relevant basis for the design of an educational application are objectives of learning for the content area. This study analyses the process in which the real – not only the formal – objectives could work as the starting point for the construction of an educational game. The application context is the education of perioperative nursing. The process is based on the panel discussions of nursing teachers. In the panels, the teachers elaborated the objectives. The transcribed discussions were analysed in terms of the conceptions of learning and teaching of perioperative nursing. The outcome of the study is first the elaborated objectives, which will be used in the implementation of an educational game for the needs of pre-, intra and post-operative nursing skills learning. Second, the study shows that different views of learning are necessary to be understood in order to design an appropriate educational application.

Keywords: Perioperative nursing, conceptions of learning, educational applications.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1077201

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1588


[1] L. Mitchell and R. Flin, "Non-technical skills of the operating theatre scrub nurse: literature review", Journal of Advanced Nursing, vol. 63, no. 1, pp. 15-24, July 2008.
[2] E,McConnell and A,Hillbig, "A National Study of Perioperative Nurse Education in Two Technologies", AORN Journal, vol 72, no. 2, pp.254- 264, August 2000.
[3] A.Pirhonen and M.Silvennoinen, "Aims vs. Technology: Pedagogical view to the use of educational applications in safety critical contexts", In proceedings of IEEE 1st International Conference on Serious Games and Applications for Health (SEGAH 2011), November 16-18 2011, Braga, Portugal, 2011, pp. 88-94.
[4] M.Huff, "Web-enhanced learning for perioperative nurses", SSM, vol 9, no. 3, pp. 53-55, Jun 2003.
[5] L. Cafira and H. JaniszewskiGoodin, "Using games to provide interactive perioperative education" AORN Journal, vol 94, no. 4, pp. 370-248, Oct 2011.
[6] S. Merriam and R. S. Caffarella, Learning in adulthood: A comprehensive guide. San Francisco, CA: Jossey-Bass, 1999.
[7] P. M. Fitts and M. I. Posner, Human performance. Belmont, CA: Brooks/Cole, 1967.
[8] J. R. Anderson, The architecture of cognition. Cambridge, MA: Harvard University Press, 1983.
[9] "AORN Guidance Statement: The value of clinical learning activities in the perioperative setting in undergraduate nursing curricula", AORN Journal, vol 86 issue 2, pp.265-269, Aug 2007.
[10] P. Noonan, "Using Concept Maps in Perioperative Education", AORN, Vol. 94, no. 5, pp. 469-478, Nov 2011.
[11] D. Sewchuk "Experiential Learning-A Theoretical Framework for Perioperative Education", AORN, Vol. 81, issue 6, pp. 1311-1317, Jun 2005.