Faculty of Health Sciences, University of Stavanger, Norway.
Ministry of Health Community Development, Gender, Elderly and Children, Tanzania.
Nurse Educ Pract. 2021 Mar;52:103037. doi: 10.1016/j.nepr.2021.103037. Epub 2021 Mar 24.
The aim of this study was to describe and discuss nurse teachers' experiences with simulation as a pedagogic method in two educational programmes in low-income countries in sub-Saharan Africa. The study applies a descriptive and qualitative design. The data were collected by means of four semi-structured interviews and four focus group interviews in 2018 and 2019 and analysed using qualitative content analyses. The study was conducted with nurse teachers in nurse education programmes in Madagascar and Tanzania. The data analysis revealed two themes related to the nurse teachers' experiences with simulation as a pedagogic method: (1) simulation as a method - benefits and constraints; (2) conducting the simulation correctly. The findings indicate that the nurse teachers from Tanzania and Madagascar considered simulation to be a valuable pedagogic method for improving students' learning. However, they also highlighted challenges, mainly linked to the high number of students, as well as the challenge of incorporating the method in an already-tight timetable and curriculum. Moreover, they found it important to conduct the simulation sessions correctly and to have expert knowledge of the topic simulated. Overall, the study can guide future implementation of simulation-based education in educational programmes in sub-Saharan Africa.
本研究旨在描述和讨论护士教师在撒哈拉以南非洲低收入国家的两个教育项目中使用模拟作为教学方法的经验。本研究采用描述性和定性设计。数据收集于 2018 年和 2019 年期间，通过四次半结构化访谈和四次焦点小组访谈进行，采用定性内容分析进行分析。该研究在马达加斯加和坦桑尼亚的护士教育项目中进行，对护士教师进行了研究。数据分析揭示了与护士教师使用模拟作为教学方法的经验相关的两个主题：(1)模拟作为一种方法——优势和限制；(2)正确进行模拟。研究结果表明，来自坦桑尼亚和马达加斯加的护士教师认为模拟是一种提高学生学习效果的有价值的教学方法。然而，他们也强调了挑战，主要与学生人数多以及将该方法纳入已经紧张的时间表和课程的挑战有关。此外，他们认为正确进行模拟课程并具备模拟主题的专业知识非常重要。总的来说，该研究可以为撒哈拉以南非洲教育项目中基于模拟的教育的未来实施提供指导。
