Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, Victoria 3199, Australia.
Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, Victoria 3199, Australia; Monash Centre for Scholarship in Health Education (MCSHE), Monash University, Wellington Road, Clayton, Victoria 3800, Australia.
Nurse Educ Pract. 2021 Oct;56:103218. doi: 10.1016/j.nepr.2021.103218. Epub 2021 Sep 28.
To explore final year nursing student's ability to transfer clinical judgement skills to the clinical practice setting following immersive simulation.
Clinical judgement is considered a fundamental skill for nurses to ensure safe, quality care is delivered. In undergraduate nursing education where students have limited clinical experience, simulation-based education is an important educational strategy for introducing and developing these skills. Simulation allows for students to be exposed to repeated experiences and emotional responses to varying clinical situations. Despite this, there is a paucity of literature relating to students' ability to transfer clinical judgement skills from the simulated environment into clinical practice.
A naturalistic philosophical approach informed data collection in this qualitative phase of a larger study.
Data were collected from students and nurse educators using semi-structured interviews as well as from facilitated simulation debriefs. Data were thematically analysed.
Four themes were identified which related to student knowledge, self-awareness and the clinical context: Safely collecting the data; Understanding the data to safely make decisions; Emotional intelligence; and Role variation. Students and educators held similar views on many of these elements.
Questioning was identified as a key component of nursing students' clinical judgements. There were challenges in assessing students' ability to link theory to practice in the clinical setting, despite evidence of this occurring in the simulated setting. Simulation prepares students for practice by exposing them to new experiences and stressors and therefore an effective educational technique for developing clinical judgement skills in this cohort.
探索在沉浸式模拟后，护理专业大四学生将临床判断技能转移到临床实践环境中的能力。
临床判断被认为是护士确保提供安全、高质量护理的基本技能。在本科护理教育中，学生的临床经验有限，基于模拟的教育是引入和发展这些技能的重要教育策略。模拟使学生能够接触到重复的经验和对不同临床情况的情绪反应。尽管如此，关于学生将临床判断技能从模拟环境转移到临床实践中的能力的文献仍然很少。
在这项更大研究的定性阶段，采用自然主义哲学方法指导数据收集。
使用半结构化访谈从学生和护理教育者那里收集数据，并从促进模拟讨论中收集数据。对数据进行主题分析。
确定了四个与学生知识、自我意识和临床环境相关的主题：安全地收集数据；理解数据以安全做出决策；情绪智力；和角色变化。学生和教育者对其中的许多要素持相似的观点。
提问被确定为护理学生临床判断的关键组成部分。尽管在模拟环境中存在这种情况，但在临床环境中评估学生将理论与实践联系起来的能力存在挑战。模拟通过使学生接触新的体验和压力源为实践做准备，因此是培养这一群体临床判断技能的有效教育技术。
