Harder B Nicole, Ross Carolyn J M, Paul Pauline
Simulation Learning Centre, Faculty of Nursing, University of Manitoba, 89 Curry Place, Winnipeg, Manitoba, Canada R3T 2N2.
Nurse Educ Today. 2013 Oct;33(10):1242-5. doi: 10.1016/j.nedt.2012.09.003. Epub 2012 Sep 29.
The literature in the use of simulation in nursing education has expanded significantly over the past 5-10 years. What it is like as an instructor who facilitates this experience is largely unexplored. This paper is part of a larger ethnographic study, and represents findings related to the comfort level of instructors facilitating in high-fidelity simulation (HFS).
The question of what is it like to engage in simulated clinical experiences as an instructor is presented in this paper.
Twenty instructors participated in two separate focus groups and two instructors participated in individual interviews. The average years of nursing experience for this group was over 20 years, whereas the number of years of experience as a clinical instructor was less than five years.
Ethical approval was obtained from two academic institutions. A focused ethnography was conducted and included two terms of participant observations, recorded field notes, individual interviews and focus groups. Data was coded and then sorted for themes related to the instructor experience.
The primary results focus on the comfort level of instructors in HFS, and what instructors believe this meant to student learning in HFS.
What the instructor does during HFS and how they feel about their ability to facilitate HFS has a perceived effect on student learning.
在过去5至10年中，护理教育中模拟教学的相关文献显著增加。然而，作为促进这种教学体验的教师，其实际情况在很大程度上尚未得到探索。本文是一项规模更大的人种学研究的一部分，呈现了与教师在高保真模拟（HFS）教学中的舒适度相关的研究结果。
本文探讨了作为教师参与模拟临床体验是怎样的。
20名教师参加了两个独立的焦点小组，2名教师接受了个人访谈。该组教师的平均护理经验超过20年，而作为临床教师的经验年限则少于5年。
获得了两所学术机构的伦理批准。进行了一次聚焦人种学研究，包括两个学期的参与观察、记录的实地笔记、个人访谈和焦点小组。对数据进行编码，然后分类整理出与教师教学体验相关的主题。
主要结果聚焦于教师在高保真模拟教学中的舒适度，以及教师认为这对高保真模拟教学中学生学习的意义。
教师在高保真模拟教学期间的行为以及他们对自身促进高保真模拟教学能力的感受，被认为会对学生学习产生影响。
