Faculty of Health Sciences, University of Stavanger, Stavanger, Norway.
Haydom Institute of Health Sciences, Mbulu, Manyara, Tanzania.
J Clin Nurs. 2022 May;31(9-10):1362-1376. doi: 10.1111/jocn.15996. Epub 2021 Aug 22.
This study introduced simulation-based education in nurse education programs in Tanzania and Madagascar and explored nursing students' experiences with this pedagogic method as a mode of learning.
Simulation-based education has barely been introduced to education programs in resource-constrained settings. The study was conducted in two nurse education programs: one in rural Tanzania and the other in the mid-land of Madagascar. Both institutions offer diploma programs in nursing. Simulation-based education has not been included in the teaching methods used in these nursing programs.
A descriptive and convergent mixed method design was employed.
Ninety-nine nursing students were included in the study. Simulation sessions followed by data collection took place once in 2017 and twice in 2018. Data were collected by means of several questionnaires and six focus groups. The data were analyzed using descriptive statistics and qualitative content analysis. The Standards for Reporting Qualitative Research (SRQR) was used to report the results.
The quantitative data revealed that the students rated all the questions related to the simulation design elements, educational practices, and students' satisfaction and self-confidence in learning with scores of above four on a 5-point Likert scale. The qualitative data from the first theme, building competence and confidence, further emphasized and outlined the quantitative results. Additionally, the qualitative data revealed a second theme, improving through encouragement and corrections. The students clearly expressed that they wanted to be aware of their weaknesses to be able to improve; however, the provision of feedback should be carried out in an encouraging way.
The findings indicated that the nursing students were satisfied with simulation as a pedagogic method, as it improved their competence and prepared them for professional practice. Further research is necessary to explore whether the students are able to transfer their knowledge into clinical practice.
Simulation as a pedagogic method is valuable for the learning of clinical skills and preparation for clinical practice.
本研究在坦桑尼亚和马达加斯加的护理教育项目中引入了基于模拟的教育，并探讨了护理学生对这种教学方法作为学习模式的体验。
基于模拟的教育在资源有限的环境中的教育计划中几乎没有被引入。该研究在两个护理教育项目中进行：一个在坦桑尼亚农村，另一个在马达加斯加中部。这两个机构都提供护理文凭课程。基于模拟的教育尚未包含在这些护理课程中使用的教学方法中。
采用描述性和收敛混合方法设计。
共有 99 名护理学生参加了这项研究。模拟课程和数据收集于 2017 年进行了一次，2018 年进行了两次。数据收集采用了几种问卷和六个焦点小组。数据使用描述性统计和定性内容分析进行分析。使用定性研究报告标准（SRQR）报告结果。
定量数据显示，学生对与模拟设计元素、教育实践以及学生对学习的满意度和自信心相关的所有问题的评分均高于 5 分制的 4 分。第一主题“建立能力和信心”的定性数据进一步强调和概述了定量结果。此外，定性数据还揭示了第二个主题，即通过鼓励和纠正来改进。学生们明确表示，他们希望意识到自己的弱点，以便能够改进；但是，应以鼓励的方式提供反馈。
研究结果表明，护理学生对模拟作为一种教学方法感到满意，因为它提高了他们的能力并为他们的专业实践做好了准备。需要进一步研究探讨学生是否能够将知识转移到临床实践中。
模拟作为一种教学方法对于学习临床技能和为临床实践做准备是有价值的。
