Mårtensson Sophie, Knutsson Susanne, Hodges Eric A, Sherwood Gwen, Broström Anders, Björk Maria
Department of Nursing Science, School of Health and Welfare, Jönköping University, Jönköping, Sweden.
CHILD research group, Jönköping University, Jonkoping, Sweden.
Scand J Caring Sci. 2023 Mar;37(1):271-281. doi: 10.1111/scs.13077. Epub 2022 Mar 29.
Undergraduate nursing students' learning opportunities to practice caring behaviours to assure compassionate and competent nursing practice with standardised patients are few. Earlier studies primarily focused on practicing communication skills in relation to mental health or developing psychomotor skills while caring for a patient with a specific diagnosis.
The study aim was to describe undergraduate nursing students' experiences of practicing caring behaviours with a standardised patient.
A sample of forty-eight undergraduate nursing students in semester four at a school of nursing in southern Sweden, enrolled in a full-time, 5-week, on-campus elective caring behaviour course, were at the first and last week individually video-recorded during two caring behaviour simulations encountering a standardised patient. After observing each of their video-recordings, students completed written reflections focusing on their own compassionate and competent verbal and nonverbal caring behaviour. In total, 96 individual written reflections were analysed using qualitative content analysis to describe the experience.
One main theme emerged: The challenge of being mindfully present in patient encounters. Four themes further described the experience: A challenging but realistic learning experience, learning the impact of nonverbal behaviour, recognising the complexity of verbal behaviour, and learning to be with the patient instead of only doing for the patient.
When caring is intertwined with visible and realistic nursing practice in simulations using standardised patients it facilitates undergraduate nursing students learning compassionate and competent caring behaviour. The learning experience opened the students' eyes to the impact of practicing caring, recognising that being with is not the same as doing for the patient, and thus, how challenging it is to be mindfully present in patient encounters. Designing caring behaviour simulations with standardised patients is a feasible and efficacious educational learning didactic to facilitate students' learning caring behaviour and enhancing patients' experiences.
本科护理专业学生通过与标准化病人练习关怀行为以确保富有同情心且胜任护理工作的学习机会很少。早期研究主要集中在练习与心理健康相关的沟通技巧或在护理特定诊断的病人时培养心理运动技能。
本研究旨在描述本科护理专业学生与标准化病人练习关怀行为的经历。
瑞典南部一所护理学院四年级的48名本科护理专业学生参加了一个为期5周的全日制校内选修关怀行为课程，在与标准化病人进行的两次关怀行为模拟中，分别在第一周和最后一周进行了单独的视频录制。在观看完各自的视频记录后，学生们完成了书面反思，重点关注他们自己富有同情心且胜任的言语和非言语关怀行为。总共对96份个人书面反思进行了定性内容分析，以描述这种经历。
出现了一个主要主题：在病人接触中专注在场的挑战。四个主题进一步描述了这种经历：具有挑战性但现实的学习经历、了解非言语行为的影响、认识言语行为的复杂性以及学会陪伴病人而不仅仅是为病人做事。
当关怀与使用标准化病人的模拟中可见且现实的护理实践交织在一起时，它有助于本科护理专业学生学习富有同情心且胜任的关怀行为。这种学习经历让学生们认识到练习关怀的影响，意识到陪伴病人与为病人做事不同，从而认识到在病人接触中专注在场是多么具有挑战性。设计与标准化病人的关怀行为模拟是一种可行且有效的教育教学方法，有助于学生学习关怀行为并提升病人体验。
