Participant & Observer Roles
Chapter 3: Observer Roles
Observer roles: Learner role that is external to the simulation. For example, the learner will be watching but not participating in the simulation, either within the simulation area or from an area removed from the simulation. (O’Regan et al., 2016). According to Jeffries, observer role is not passive but rather provides individual to engage and benefit from simulation in similar ways to more active participant (2016). New literature has supported the use of observer roles (Jeffries, 2016).
Two main types of observer roles are identified: directed and non-directed. A directed observer role involves specific instructions or the use of observer tools, which provide guidance on what to observe and focus on during the simulation. This could include learning objectives, behaviors to consider, points for feedback, or checklists to measure against (O’Regan et al., 2016).
Conversely, a non-directed observer simply watches the simulation without any specific guidance or objectives.
The learning outcomes for observers in simulation settings can be valuable if all roles, including the observer, involve active learning. This can occur through hands-on participation in the simulation or through the use of tools designed to facilitate active observer learning (O’Regan et al., 2016).
Factors that are strongly associated with role satisfaction and learning outcomes in observer roles include:
- Role clarity
- Use of observer tools to hone judgement of performance compared to standards and providing feedback.
- Inclusion of observers’ perspectives during debriefing. After the simulation concludes, observers may lead debriefing sessions. Debriefers help participants reflect on their experiences, discuss lessons learned, and draw connections between the simulation and real-world applications.
Experiential Learning & Observer Role
As mentioned in earlier chapters, experiential learning is viewed as fundamental to simulation and clinical practice and the theoretical foundations of simulation are commonly described in terms of Kolb’s experiential learning cycle (O’Regan et al., 2016).
A dangerous presumption for educators and participants alike is that concrete experience requires hands on participation (O’Regan et al., 2016).
Observers with the appropriate tools can benefit vicariously from the experience of other.
Please review the following observer guide document as an additional resource.
