Lendahls Lena, Oscarsson Marie G
Department of Health and Caring Sciences, Linnaeus University, Sweden.
Department of Health and Caring Sciences, Linnaeus University, Sweden.
Nurse Educ Today. 2017 Mar;50:12-16. doi: 10.1016/j.nedt.2016.12.005. Epub 2016 Dec 16.
In Sweden, simulation- and skills training are implemented in midwifery education in order to prepare students for clinical practice. Research regarding the use of both low to high levels of fidelity in simulation in midwifery programme is limited.
The aim of this study was to explore midwifery students' experiences of simulation- and skills training.
Midwifery students (n=61), at advanced level, were interviewed in 13 group interviews from 2011 to 2105. A semi-structured interview guide was used, and data were analysed by content analysis.
The results are presented in four main categories: develops hands on skills and communication, power of collaborative learning, highly valued learning environment and facilitates clinical practice. The majority of students felt that the simulation- and skills training were necessary to become familiar with hands on skills. Having repetitive practices in a safe and secure environment was viewed as important, and students highly valued that mistakes could be made without fear of comprising patient safety. Student's collaboration, reflections and critical thinking increased learning ability. Simulation- and skills training created links between theory and practice, and the lecturer had an important role in providing instructions and feedback. Students felt prepared and confident before their clinical practice, and simulation- and skills training increased safety for all involved, resulting in students being more confident, as patients in clinical practice became less exposed. Furthermore, mentors were satisfied with students' basic skills.
Simulation- and skills training support the development of midwifery skills. It creates links between theory and practice, which facilitates students' learning ability. Training needs to include reflections and critical thinking in order to develop their learning. The lecturer has an important role in encouraging time for reflections and creating safe environment during the skills and simulation training.
在瑞典，助产士教育中实施了模拟和技能培训，以使学生为临床实践做好准备。关于助产士课程中从低到高保真度模拟使用情况的研究有限。
本研究的目的是探讨助产专业学生对模拟和技能培训的体验。
2011年至2015年，对61名高级水平的助产专业学生进行了13次小组访谈。使用了半结构化访谈指南，并通过内容分析对数据进行了分析。
结果分为四个主要类别呈现：培养实践技能和沟通能力、协作学习的力量、高度重视的学习环境以及促进临床实践。大多数学生认为模拟和技能培训对于熟悉实践技能是必要的。在安全可靠的环境中进行重复练习被视为很重要，学生高度重视能够在不用担心危及患者安全的情况下犯错。学生的协作、反思和批判性思维提高了学习能力。模拟和技能培训在理论与实践之间建立了联系，讲师在提供指导和反馈方面发挥了重要作用。学生在临床实践前感到准备充分且自信，模拟和技能培训提高了所有相关人员的安全性，随着临床实践中患者暴露减少，学生变得更加自信。此外，导师对学生的基本技能感到满意。
模拟和技能培训有助于助产士技能的发展。它在理论与实践之间建立了联系，促进了学生的学习能力。培训需要包括反思和批判性思维以促进他们的学习。讲师在鼓励反思时间和在技能及模拟培训期间创造安全环境方面发挥着重要作用。
