Applications of Situated Learning Theory in Healthcare Settings

This report examines the application of situated learning theory within the healthcare field. It explores how this approach, encompassing situated cognition and problem-based learning, prepares students for real-world scenarios. The report highlights the use of project-based learning to simulate practical experiences, emphasizing its role in enhancing students' ability to handle realistic situations. Examples are provided, such as observing operations and practicing first aid, demonstrating how situated learning reduces confusion and fosters independence. The report also discusses the benefits of this approach in helping students adapt to the workplace, understand customs, and establish rapport with patients and colleagues. References to key research further support the arguments presented, providing a comprehensive overview of situated learning in healthcare education.

Variations of situated learning theory
● Situated cognition and problem-based learning- This requires the creation of a problem
for the student to solve so that he can confront such situations in future (Handley et al.
2006). For instance, becoming accustomed with the new advancements in technology in
order to help the people.
● Project-based learning- It helps stimulate the experiences of the learners while
performing a job (Flynn, Jalali & Moreau, 2015). Students are given a task to perform
through which they get to learn new information about the task.
Application in healthcare
Situated learning makes the students more capable of handling the realistic situations.
Having prior, real experiences in medical setups, is a part of the curriculum of healthcare
education with situated learning. Due to this, the students are able to get a clearer picture of how
the staff works and how the activities are carried out. According to Dede et al. (2004), this cuts
off the time that would have otherwise been wasted on confusion or unprofessionalism. For
example, while performing an operation, students are allowed to witness the process so that
when they start their job they know how to handle the procedure and what steps to take
throughout the process.
Training tasks are fulfilled under the instructions given by the instructors, students are
able to do it more independently the next time (Barsom, Graafland & Schijven, 2016). This is
necessary in healthcare as it saves time for acting up. Giving necessary first aid before a
treatment is one of the examples where the independence of the student remains of utmost
importance.
They are used to doing the tough work. In healthcare, new students are often
overwhelmed or heartbroken over the bad news they witness or have to deliver (Egan & Jaye,
2009). For instance, delivering the news of stage four cancer to a patient or breaking the news to
a man about his wife who died on the operation table. Things like these becomes easier with
practice.
The students have less difficulty in blending into their new workplace. Hean, Craddock &
O’Halloran (2009) mentioned that they are already aware of the customs and behavior to

establish a rapport with fellow doctors an especially their patients. This makes it easier for them
to adjust and work better.

References
Barsom, E. Z., Graafland, M., & Schijven, M. P. (2016). Systematic review on the effectiveness
of augmented reality applications in medical training. Surgical endoscopy, 30(10), 4174-
4183.
Dede, C., Nelson, B., Ketelhut, D. J., Clarke, J., & Bowman, C. (2004, June). Design-based
research strategies for studying situated learning in a multi-user virtual environment.
In Proceedings of the 6th international conference on Learning sciences (pp. 158-165).
International Society of the Learning Sciences.
Egan, T., & Jaye, C. (2009). Communities of clinical practice: the social organization of clinical
learning. Health:, 13(1), 107-125.
Flynn, L., Jalali, A., & Moreau, K. A. (2015). Learning theory and its application to the use of
social media in medical education. Postgraduate medical journal, 91(1080), 556-560.
Handley, K., Sturdy, A., Fincham, R., & Clark, T. (2006). Within and beyond communities of
practice: Making sense of learning through participation, identity and practice. Journal of
management studies, 43(3), 641-653.
Hean, S., Craddock, D., & O’Halloran, C. (2009). Learning theories and interprofessional
education: A user’s guide. Learning in Health and Social Care, 8(4), 250-262.