Söderberg Anja, Sundbaum Johanna Karlsson, Engström Åsa
a Luleå University of Technology , Department of Health Science , Luleå , Sweden.
Issues Ment Health Nurs. 2017 Feb;38(2):139-144. doi: 10.1080/01612840.2016.1251517.
When professional actors have been used in mental health simulations with nursing students, the experience has been regarded as a meaningful contribution to their education and described as a safe way of experiencing challenging situations that can occur in clinical settings. The aim was to study nursing students' reflections after meetings with nursing patients and their relatives, as enacted by professional actors, in psychiatric/elderly care. The design was a qualitative descriptive research approach. Gibbs's ( 1988 ) reflective cycle was the basis for the questions that were asked. Written reflections with 60 nursing students were analysed using qualitative thematic content analysis. The analysis produced the theme "being touched and feeling empathy," with four categories: "becoming aware of what knowledge and skills are needed," "wanting to do well and to have the right answer," "daring to get close and being present," and "knowledge comes alive." Simulation with real people who act as patients or relatives in vulnerable situations creates feelings of empathy. To talk with them, experience eye contact, and see how they react on touch makes nursing students feel they have experienced closeness and their knowledge has become alive.
当专业演员参与护理专业学生的心理健康模拟时，这种体验被视为对他们教育的一项有意义的贡献，并被描述为一种安全的方式，用于体验临床环境中可能出现的具有挑战性的情况。本研究旨在探讨护理专业学生在与由专业演员扮演的护理患者及其亲属会面后的反思，会面场景设定在精神科/老年护理环境中。研究设计采用定性描述性研究方法。吉布斯（1988）的反思循环是所提问题的基础。运用定性主题内容分析法对60名护理专业学生的书面反思进行了分析。分析得出了“被触动并产生同理心”这一主题，包含四个类别：“意识到需要哪些知识和技能”“想要表现出色并给出正确答案”“敢于靠近并陪伴左右”以及“知识变得鲜活起来”。与在脆弱情境中扮演患者或亲属的真人进行模拟会产生同理心。与他们交谈、进行眼神交流以及观察他们对触摸的反应，会让护理专业学生感到他们体验到了亲近感，并且他们所学的知识变得鲜活起来。
