Livesay Karen, Lawrence Karen
Victoria University, PO Box 14428, Melbourne, Vic 8001, Australia.
Nurse Educ Today. 2018 Dec;71:145-150. doi: 10.1016/j.nedt.2018.09.020. Epub 2018 Sep 29.
As an established pedagogy for teaching clinical nursing skills, the use of simulation in nursing and midwifery education continues to increase globally. In Australia, government incentives for staff development, capital equipment and scenario provided initial impetus for introducing simulation into nursing programs. However, a mature simulation program requires ongoing investment in staff and resources. Without appropriate commitment from educators and organisations, a likely decline in the quality of simulation activities may have a direct impact on student learning.
This study sought to explore the views and experiences of nursing and midwifery academics involved in delivering a simulation-based education program in a maturation phase.
In this qualitative study, interpretative phenomenological analysis was used to inform data collection and analysis. Data were collected through semi-structured audio-recorded interviews with 10 faculty staff in a tertiary school of nursing and midwifery.
Four main themes related to simulated learning were abstracted from the data: perceptions and reactions, inconsistent customs, pedagogy of simulation-based education, and collateral opportunities. The findings are located within the context of a maturation, rather than introductory, phase of delivering simulation-based education in a tertiary education setting.
A mature simulation program may be undermined by ageing equipment and scenarios, and facilitators whose skills have not been maintained. Existing simulation activities require ongoing organisational support and investment. The development and introduction of minimum competency levels for facilitators and standardised measures of quality in practice are indicated, to improve simulation practice in the education setting.
作为一种成熟的临床护理技能教学方法，模拟教学在护理和助产教育中的应用在全球范围内持续增加。在澳大利亚，政府对员工发展、资本设备和模拟场景的激励措施为将模拟教学引入护理课程提供了最初动力。然而，一个成熟的模拟教学项目需要对员工和资源进行持续投入。如果教育工作者和组织没有做出适当承诺，模拟活动质量可能会下降，这可能会直接影响学生的学习。
本研究旨在探讨参与处于成熟阶段的模拟教学项目的护理和助产专业学者的观点和经验。
在这项定性研究中，采用解释性现象学分析来指导数据收集和分析。通过对一所三级护理和助产学院的10名教职员工进行半结构化录音访谈来收集数据。
从数据中提炼出与模拟学习相关的四个主要主题：认知与反应、不一致的惯例、模拟教学法以及附带机会。这些发现是在高等教育环境中开展模拟教学的成熟阶段而非引入阶段的背景下得出的。
老化的设备和场景以及技能未得到保持的促进者可能会破坏一个成熟的模拟教学项目。现有的模拟活动需要持续的组织支持和投入。建议制定促进者的最低能力水平标准以及实践中的质量标准化衡量措施，以改善教育环境中的模拟教学实践。
