Handeland Jorunn A, Prinz Andreas, Ekra Else Mari R, Fossum Mariann
Department of Health and Nursing Science, Faculty of Health and Sport Sciences, University of Agder, PO Box 509, 4898 Grimstad, Norway.
Department of Information and Communication Technology, Faculty of Engineering and Science, University of Agder, Norway.
Nurse Educ Today. 2021 Mar;98:104661. doi: 10.1016/j.nedt.2020.104661. Epub 2020 Nov 12.
To summarise and synthesise findings from qualitative primary research studies of nursing students' experiences from educational activities using manikins to gain a deeper understanding of the role these manikins play in the students' learning.
A systematic review and thematic metasynthesis were conducted. Cinahl+, Ovid Medline, ERIC and Embase were searched systematically.
Sandelowski and Barroso's framework guided the review process. A comprehensive search to identify qualitative studies of nursing students' experiences from learning with manikins was performed in January 2019 and updated in April 2020. Study selection was guided by six screening questions derived from these inclusion criteria: qualitative primary studies, published from 2008, in English or Scandinavian, presenting findings of undergraduate nursing students' experiences with manikins at all fidelity levels. Thomas and Harden's method for thematic synthesis was followed.
Twenty-eight articles of twenty-seven studies were included. We identified three synthesised analytic themes: Seeing the manikin as a doll or a patient, Experiencing yourself as a nurse caring for a patient, and Being a team member.
When it is perceived as a patient, a manikin can give students a realistic experience of what it means to behave like nurses. Consequently, this realism lets students practice and acquire relational, communicative, and collaborative nursing skills. Using a manikin can facilitate the development of students' professional identity.
总结并综合关于护理专业学生使用人体模型进行教育活动体验的定性初级研究结果，以更深入地了解这些人体模型在学生学习中所起的作用。
进行了系统评价和主题元综合分析。系统检索了Cinahl+、Ovid Medline、ERIC和Embase数据库。
Sandelowski和Barroso的框架指导了综述过程。2019年1月进行了全面检索，以确定关于护理专业学生使用人体模型学习体验的定性研究，并于2020年4月更新。研究选择由从这些纳入标准衍生出的六个筛选问题指导：2008年以来发表的英文或斯堪的纳维亚语的定性初级研究，呈现本科护理专业学生在所有逼真度水平下使用人体模型的体验结果。采用了Thomas和Harden的主题综合方法。
纳入了27项研究中的28篇文章。我们确定了三个综合分析主题：将人体模型视为玩偶或患者、体验自己作为照顾患者的护士以及成为团队成员。
当人体模型被视为患者时，它可以让学生真实地体验到像护士一样行事意味着什么。因此，这种真实性让学生能够练习并获得人际关系、沟通和协作护理技能。使用人体模型可以促进学生职业身份的发展。
