Central Queensland University, School of Nursing, Midwifery and Social Sciences, 90 Goodchap Street, Noosaville, QLD 4566, Australia.
Central Queensland University, School of Nursing, Midwifery and Social Sciences, 554-700 Yaamba Road, Norman Gardens, Rockhampton, QLD 4700, Australia.
Nurse Educ Today. 2019 Aug;79:142-146. doi: 10.1016/j.nedt.2019.05.021. Epub 2019 May 11.
Simulation debriefing skills are inadequate. Barriers to effective debriefing include a lack of understanding of the meaning of debriefing and time to learn necessary skills. In nursing, students have reported simulation debriefs are used for assessment purposes, with little opportunity or time for reflection, affecting their learning. This study reports on an intervention to support nursing simulation facilitators to develop and learn self-reflective learning skills to use when facilitating simulation debriefs.
The authors designed and developed a six-hour workshop. The published simulation literature and Open Dialogue techniques informed the skill set included in the workshop. Open Dialogue is a therapeutic approach used in mental health care.
Twelve (N = 16, n = 12) female nurses who regularly facilitate simulations for nursing students were purposively recruited to the study.
This evaluation study utilised a modified version of a previously validated self-reported reflective learning questionnaire for participants to rate their experiences of the workshop. The modified questionnaire comprised 17 items across four subsets and utilised a five point Likert scale. Open-ended questions were also included.
Eight questionnaires were returned. High scores indicated the participant's positive evaluation of the workshop in developing a skill set to promote self-reflective learning, together with analysing emotions in everyday professional situations and in communication skills.
Participants reported the intervention was beneficial to their professional development and in helping them to develop their own self-reflective learning skills. The skill set included in the workshop was helpful to nursing simulation facilitators and could be one way to enhance nursing simulation facilitators debriefing skill set.
模拟讲评技巧不足。影响有效讲评的障碍包括缺乏对讲评意义的理解和学习必要技能的时间。在护理中，学生报告说模拟讲评用于评估目的，几乎没有机会或时间进行反思，影响了他们的学习。本研究报告了一项干预措施，旨在支持护理模拟促进者发展和学习自我反思学习技能，以便在促进模拟讲评时使用。
作者设计并开发了一个六小时的研讨会。已发表的模拟文献和开放对话技术为研讨会中包含的技能集提供了信息。开放对话是一种用于精神保健的治疗方法。
12 名（N=16，n=12）经常为护理学生进行模拟的女性护士被有目的地招募到研究中。
本评估研究使用了以前验证的自我报告反思学习问卷的修改版本，让参与者对研讨会的体验进行评分。修改后的问卷由四个子集的 17 个项目组成，使用五点李克特量表。还包括开放性问题。
有 8 份问卷被退回。高分表明参与者对该研讨会在培养促进自我反思学习的技能方面的积极评价，以及对日常专业情境中的情绪分析和沟通技巧的积极评价。
参与者报告说，该干预措施对他们的专业发展有帮助，并有助于他们发展自己的自我反思学习技能。研讨会中包含的技能集对护理模拟促进者很有帮助，可能是增强护理模拟促进者讲评技能集的一种方式。
