Solli Hilde, Haukedal Thor Arne, Husebø Sissel Eikeland, Reierson Inger Åse
Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Postbox 235, 3603 Kongsberg, Vestfold and Telemark Norway.
Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Postbox 8600, 4036 Stavanger, Rogaland Norway.
BMC Nurs. 2020 Oct 22;19:99. doi: 10.1186/s12912-020-00493-z. eCollection 2020.
Facilitators plays a key role in nursing student's learning when briefing them for simulation scenarios. However, few studies have explored the importance of the facilitator's role in preparing students from the students' perspective. The aim of this study was to explore undergraduate nursing students' perspectives of the facilitator's role in briefing.
An explorative, qualitative approach was used. Four focus group interviews with a total of 30 nursing students constituted the data source. Data collection took place in December 2017 and in May 2018. The data was analysed using systematic text condensation.
Two main categories were identified: "The importance of framing the subsequent scenario" and "The importance of instructing students how to execute nursing actions in the subsequent scenario". The first category consisted of three subcategories: providing predictability, providing emotional support and providing challenges. The second main category also consisted of three subcategories: providing information about medical and technical equipment, providing a demonstration of the monitor and providing a demonstration of the manikin.
A briefing is more than a general introduction to a simulation scenario, learning objectives, roles, simulation environment and medical equipment. The information provided in a briefing is important for nursing students' understanding of what they will encounter in the simulation scenario and what is being simulated, as well as possibly being a prerequisite for mastery. The facilitator's role in the briefing is complex and requires a high level of educational expertise to balance the diversity of students' learning approaches. Students have to learn how to simulate before the briefing. Therefore, we suggest separating the concepts of prebriefing and presimulation from the concept of briefing, introducing prebriefing and presimulation preparation before briefing, and possibly dividing students into groups based on their learning approach. Such interventions will make it possible for facilitators to balance between students' needs and the time available for briefing.
accompanies this paper at 10.1186/s12912-020-00493-z.
在为护理专业学生介绍模拟场景时，引导者在其学习过程中起着关键作用。然而，很少有研究从学生的角度探讨引导者在为学生做准备工作中所扮演角色的重要性。本研究的目的是探讨本科护理专业学生对引导者在介绍环节中所扮演角色的看法。
采用探索性定性研究方法。对总共30名护理专业学生进行了4次焦点小组访谈，构成了数据来源。数据收集于2017年12月和2018年5月进行。使用系统文本浓缩法对数据进行分析。
确定了两个主要类别：“构建后续场景的重要性”和“指导学生如何在后续场景中执行护理操作的重要性”。第一类包括三个子类别：提供可预测性、提供情感支持和提供挑战。第二个主要类别也包括三个子类别：提供有关医疗和技术设备的信息、演示监护仪以及演示人体模型。
介绍环节不仅仅是对模拟场景、学习目标、角色、模拟环境和医疗设备的一般性介绍。介绍环节中提供的信息对于护理专业学生理解他们在模拟场景中将遇到什么以及正在模拟什么非常重要，并且可能是掌握相关内容的先决条件。引导者在介绍环节中的角色很复杂，需要高水平的教育专业知识来平衡学生学习方法的多样性。学生在介绍环节之前必须先学习如何进行模拟。因此，我们建议将预介绍和预模拟的概念与介绍的概念区分开来，在介绍之前引入预介绍和预模拟准备，并可能根据学生的学习方法将他们分成小组。这样的干预措施将使引导者能够在学生的需求和可用于介绍的时间之间取得平衡。
与本文一同发表于10.1186/s12912 - 020 - 00493 - z。
