Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Johannesburg.
Curationis. 2021 Mar 10;44(1):e1-e7. doi: 10.4102/curationis.v44i1.2094.
The real-world problems and ever-changing challenges currently confronting the future of nursing education and healthcare require a problem-based learning approach using simulation strategy. This is exacerbated by the increasing burden of diseases such as tuberculosis, human immunodeficiency virus and acquired immune deficiency syndrome (HIV and AIDS) and more recently the coronavirus disease 2019 (COVID-19) pandemic, as well as advancing technology and changing regulations and policies. Problem-based learning is a student-centred learning strategy, where students are presented with situations drawn from practice, which can be used to bridge the theory-practice gap.
To explore the perceptions and views of healthcare educators on how problem-based learning can be facilitated through simulation.
A qualitative, exploratory, descriptive and contextual research design was used. Thirteen educators from the Faculty of Health Sciences of the University of Johannesburg, with 5 years' teaching experience, were purposively selected from the Dean's office, the Nursing Department, emergency medical care and the departments of podiatry, somatology and radiography. The participants were selected based on their extensive knowledge of problem-based learning and the use of simulation. Data were collected through in-depth, individual, semi-structured interviews. Thematic analysis provided six themes and 13 related sub-themes. The article focuses on the perceptions and views of educators regarding problem-based learning through simulation.
Problem-based learning through simulation allows students to work together in teams, which demonstrates a new modus operandi and renders a holistic approach to patient care.
Problem-based learning through simulation should be utilised to encourage reflective knowledge exchange. Students from various departments can learn about new innovations, creativity and develop critical thinking when solving complex health-related problems.
护理教育和医疗保健的未来所面临的现实问题和不断变化的挑战需要采用基于问题的学习方法和模拟策略。这种情况因结核病、人类免疫缺陷病毒和获得性免疫缺陷综合征（HIV 和 AIDS）等疾病负担不断增加，以及最近的 2019 年冠状病毒病（COVID-19）大流行，以及技术进步和不断变化的法规和政策而更加严重。基于问题的学习是一种以学生为中心的学习策略，学生在这种策略中会遇到来自实践的情况，可以利用这些情况来弥合理论与实践之间的差距。
探讨医疗保健教育者对如何通过模拟促进基于问题的学习的看法和观点。
采用定性、探索性、描述性和情境研究设计。从约翰内斯堡大学健康科学学院院长办公室、护理系、急救医疗和足病学、躯体学和放射学系中，有 5 年教学经验的 13 名教育者被有目的地挑选出来。这些参与者是根据他们对基于问题的学习和模拟使用的广泛知识而被挑选出来的。通过深入的、个体的、半结构化访谈收集数据。主题分析提供了六个主题和 13 个相关子主题。本文重点介绍教育者对通过模拟进行基于问题的学习的看法和观点。
通过模拟进行基于问题的学习可以让学生在团队中一起工作，这展示了一种新的运作模式，并对患者护理提供了整体方法。
应该利用通过模拟进行基于问题的学习来鼓励反思性知识交流。来自不同部门的学生可以在解决复杂的与健康相关的问题时了解新的创新、创造力和发展批判性思维。
