Young Matthew, Wilkinson Tansy
Emergency Department, Royal Cornwall Hospitals NHS Trust, Truro, UK.
Postgraduate Department, Royal Cornwall Hospital NHS Trust, Truro, UK.
BMJ Simul Technol Enhanc Learn. 2018 Jun 6;5(2):111-113. doi: 10.1136/bmjstel-2017-000266. eCollection 2019.
To assess the effectiveness of near-peer educators to improve human factors education for medical and nursing students managing an unwell simulated patient. 12 medical and eight nursing students volunteered. Doctors and nurses qualified for less than 2 years were used to run and debrief the sessions. Self-assessment Likert-scale questionnaires, focussing on topics related to human factors along with differences between near-peer and senior-led simulation sessions, were used before and after the intervention. The results showed an improvement in every question for topics related to human factors. The highest post-programme scores were in escalation of care and knowing professional role or limitations. Students scored near-peers highly in relation to relevance to practice, content covered and approachability. The post-programme questionnaires show students prefer near-peer to senior-led simulation sessions. The interprofessional nature was well received. Our project differs from traditional undergraduate simulation, where students can act out of the role they are training in. Near-peer educators appear to be more approachable and cover content more relevant to clinical practice compared with senior staff. Improvements were seen in every human factor related field.
评估近龄教育者对改善医学和护理专业学生管理病情模拟患者的人为因素教育的有效性。12名医学生和8名护理专业学生自愿参与。从业年限不足2年的医生和护士负责主持课程并进行总结汇报。在干预前后使用了自我评估李克特量表问卷，重点关注与人为因素相关的主题以及近龄教育者主导和资深人员主导的模拟课程之间的差异。结果显示，与人为因素相关主题的每个问题都有改善。课程结束后的最高得分出现在护理升级以及了解专业角色或局限性方面。学生们对近龄教育者在与实践的相关性、涵盖的内容和亲和力方面评价很高。课程结束后的问卷显示，学生更喜欢近龄教育者主导的模拟课程，这种跨专业性质很受欢迎。我们的项目不同于传统的本科模拟，在传统模拟中，学生可能会偏离他们正在培训的角色。与资深人员相比，近龄教育者似乎更具亲和力，涵盖的内容与临床实践更相关。在每个与人为因素相关的领域都有改善。
