Saunders Annette, Green Rosy, Cross Merylin
University of Tasmania, Faculty of Health, School of Health Sciences, Launceston, Tasmania 7250, Australia.
University of Tasmania, Faculty of Health, Centre for Rural Health, Launceston, Tasmania 7250, Australia.
Nurse Educ Pract. 2017 Nov;27:71-77. doi: 10.1016/j.nepr.2017.08.014. Epub 2017 Aug 19.
Preparing a person-centred nursing workforce to work in diverse settings is a global health priority. Nursing students' first placement experience is a key transitional moment that shapes professional understanding and motivation to become a nurse. This paper reports the outcomes of combining flipped and simulated learning to enhance nursing students' understanding of person-centred care, the professional nursing role and preparation for placement. The study design was exploratory, the setting, an undergraduate nursing program in an Australian University. Participants included first year nursing students, academic tutors and clinical facilitators. Data collected via survey, semistructured interviews and focus group discussion were analysed descriptively and thematically. Over 90% of students surveyed considered the unit structure, content and resources prepared them well for placement. Pre-class preparation and simulated tutorial activities facilitated student engagement and knowledge translation. Students, tutors and clinical facilitators valued the person-centred approach. Tutors considered the unit materials and focus enhanced students' professional understanding. Clinical facilitators deemed students well-prepared for placement. These results from multiple perspectives, though limited, support combining the flipped classroom and person-centred simulation in nursing education as a strategy to prepare students for clinical placement, translate person-centred values into practice and promote professional understanding and role socialisation.
培养以患者为中心的护理人员，使其能够在多样化的环境中工作，是一项全球卫生重点工作。护理专业学生的首次实习经历是一个关键的过渡阶段，它塑造着学生对专业的理解以及成为一名护士的动力。本文报告了将翻转课堂与模拟学习相结合，以增强护理专业学生对以患者为中心的护理、专业护理角色以及实习准备的理解所取得的成果。该研究设计为探索性研究，研究背景是澳大利亚一所大学的本科护理专业课程。研究对象包括一年级护理专业学生、学术导师和临床带教老师。通过问卷调查、半结构化访谈和焦点小组讨论收集的数据进行了描述性和主题性分析。超过90%接受调查的学生认为该课程的结构、内容和资源使其为实习做好了充分准备。课前准备和模拟辅导活动促进了学生的参与和知识转化。学生、导师和临床带教老师都重视以患者为中心的教学方法。导师们认为该课程的材料和重点内容增强了学生对专业的理解。临床带教老师认为学生为实习做好了充分准备。尽管这些来自多个角度的结果有限，但它们支持将翻转课堂和以患者为中心的模拟教学相结合，作为护理教育中的一种策略，为学生的临床实习做好准备，将以患者为中心的价值观转化为实践，并促进专业理解和角色社会化。
