Monash University Office of Learning and Teaching, Monash University, Scenic Boulevard, Clayton 3800, Victoria, Australia.
College of Health and Biomedicine, Victoria University, P.O Box 14428, Melbourne 8001, Victoria, Australia.
Nurse Educ Today. 2019 May;76:21-25. doi: 10.1016/j.nedt.2019.01.033. Epub 2019 Feb 5.
This study used a social constructivist approach to explore the literature in relation to the acknowledgment and application of models and frameworks in simulation based learning and teaching activities in health care education. This paper addresses the data collection phases in the research design in developing a Conceptual Framework for Simulation in Healthcare Education.
Two literature review activities occurred in the study. The first literature review explored the challenges in the literature for further research in relation to the educational factors that have an impact upon simulation as a learning and teaching modality. This part of the research process was to identify the publications that address simulation as a learning and teaching modality and uncover evidence to justify the study. The literature revealed that there were limited publications in relation to simulation as a learning and teaching modality that was underpinned by a conceptual framework.
The study research design employed Evaluation Research to conduct a further intensive review of the literature as part of phase one of data collection. The second part of phase one of data collection was the surveying of randomly selected simulation education centres around the world to ascertain their employment of a conceptual framework in the application of simulation as a learning and teaching modality. Phase two was the genesis of the conceptual framework and Phase three was the evaluation of the draft framework using a modified Delphi Technique by randomly selected simulation experts.
The intensive literature review highlighted that authors acknowledged education-based theories but this did not extend to the application of a conceptual framework to simulation as a learning and teaching modality. The survey provided the evidence to support the development of a Conceptual Framework for Simulation in Healthcare Education for the conceptualisation, design, development and delivery of simulation teaching and learning activities in health care education. The simulation experts provided valuable data and commentary in the final formation of the conceptual framework.
Based on the outcomes of the literature review, questionnaire and modified Delphi Technique the need for the development, and subsequent structure and utility of the Conceptual Framework for Simulation in Healthcare Education was verified.
本研究采用社会建构主义方法，探讨与医疗保健教育中模拟相关的学习和教学活动中模型和框架的承认和应用文献。本文介绍了开发医疗保健教育模拟概念框架研究设计的数据收集阶段。
该研究进行了两次文献综述活动。第一次文献综述探讨了文献中关于对模拟作为学习和教学模式产生影响的教育因素的进一步研究的挑战。这部分研究过程旨在确定涉及模拟作为学习和教学模式的出版物，并揭示证据来证明研究的合理性。文献表明，与以概念框架为基础的模拟作为学习和教学模式相关的出版物有限。
研究设计采用评估研究对文献进行进一步深入综述，作为数据收集第一阶段的一部分。数据收集第一阶段的第二部分是对世界各地随机选择的模拟教育中心进行调查，以确定他们在应用模拟作为学习和教学模式时是否采用了概念框架。第二阶段是概念框架的产生，第三阶段是通过随机选择的模拟专家使用修改后的 Delphi 技术对草案框架进行评估。
深入文献综述强调作者承认基于教育的理论，但这并未扩展到将概念框架应用于模拟作为学习和教学模式。调查提供了支持开发医疗保健教育模拟概念框架的证据，用于医疗保健教育中模拟教学和学习活动的概念化、设计、开发和交付。模拟专家在概念框架的最终形成中提供了有价值的数据和评论。
基于文献综述、问卷和修改后的 Delphi 技术的结果，验证了开发医疗保健教育模拟概念框架的必要性，以及随后的结构和实用性。
