School of Nursing, Midwifery and Physiotherapy, Institute for Mental Health, University of Nottingham, Innovation Park, Triumph Road, Nottingham NG7 2TU, United Kingdom.
Nurse Educ Pract. 2013 Nov;13(6):536-40. doi: 10.1016/j.nepr.2013.04.003. Epub 2013 May 6.
Learning through the use of simulation is perceived as an innovative means to help manage some of the contemporary challenges for pre-registration nurse education. Mental health and child nurses need to have the knowledge and skills to effectively address the holistic needs of service users. This article reports on a pilot simulated learning experience that was designed with key stakeholders for pre-registration child and mental health nursing students. This involved young actors playing the role of someone who had self-harmed to help students develop their skills for working with young people who experience emotional distress. Focus groups and a questionnaire were used to evaluate the pilot. Students valued the practical approach that simulation entailed and identified the benefits of the shared learning experience across the different fields of practice of nursing. However, some students reported anxiety performing in front of peers and indicated they would perform differently in practice. The pilot identified simulation as a potentially useful approach to help child and mental health student nurses develop skills for caring for young people. However, there is a need for caution in the claims to be made regarding the impact of simulation to address gaps in nursing skills.
通过模拟学习被视为一种创新手段，可以帮助解决注册护士教育当前面临的一些挑战。精神健康和儿童护士需要具备知识和技能，以有效满足服务使用者的整体需求。本文报告了一项针对注册儿童和精神健康护理学生的试点模拟学习体验，该体验是与主要利益相关者共同设计的，涉及年轻演员扮演自残的角色，以帮助学生发展与经历情绪困扰的年轻人合作的技能。使用焦点小组和问卷对试点进行了评估。学生们重视模拟所涉及的实践方法，并认识到护理不同实践领域共同学习的好处。然而，一些学生报告在同龄人面前表演时感到焦虑，并表示他们在实践中会表现得不同。该试点确定模拟是帮助儿童和精神健康护理学生护士发展照顾年轻人技能的一种潜在有用方法。然而，在模拟对解决护理技能差距的影响方面，需要谨慎对待所提出的主张。
