Centre of Diaconia and Professional Practice, VID Specialized University, Oslo, Norway, Faculty of Health Studies, VID Specialized University, Bergen, Norway.
Faculty of Health Studies, VID Specialized University, Bergen, Norway.
Nurse Educ Pract. 2022 Aug;63:103353. doi: 10.1016/j.nepr.2022.103353. Epub 2022 Apr 22.
This study aimed to explore active students' experiences of emotions during simulation-based education (SBE) sequences when a simulation was performed as a part of formal curriculum in natural educational settings and to consider the practical educational implications of the findings.
An SBE approach is used widely in nursing education. Emotions are necessary for learning to take place and some of these can prevent or promote learning. This is an active and affective learning activity that can trigger various emotions. Previous research in SBE has studied student anxiety, which has been frequently measured quantitatively. An understanding of students' emotions can give valuable insight into the learning process and improve nursing educational practice.
The study took place in four Norwegian universities. It was guided by interpretive descriptions, which involve qualitative methodology. This study was approved by the Norwegian Centre for Research Data (No: 59059). Data were collected using an interpersonal process interview with eight healthcare professional students after participating in SBE.
The results show that students experienced coexisting and changing emotions during the shifting academic scenes in the simulations. During briefing, scenario and debriefing, students experienced being activated and had coexisting pleasant and unpleasant emotions. Unpleasant emotions were found to decrease during the simulation. Numerous identified emotions were found to be valuable for learning.
The insight into students' experience of arousal, negative emotions and the potential for SBE to trigger students' comprehensive academic emotions have implications for nurse educators when planning and facilitating simulations.
本研究旨在探讨积极参与学生在模拟教育（SBE）序列中的情绪体验，当模拟作为自然教育环境中正式课程的一部分进行时，并考虑到这些发现对实际教育的影响。
SBE 方法在护理教育中广泛使用。情感是学习发生的必要条件，其中一些情感可以促进或阻碍学习。这是一种主动的、情感的学习活动，可以引发各种情绪。以前在 SBE 中的研究已经研究了学生的焦虑，这通常是通过定量来衡量的。对学生情绪的理解可以深入了解学习过程，并改进护理教育实践。
该研究在四所挪威大学进行。研究采用解释性描述，涉及定性方法。本研究经挪威研究数据中心（编号：59059）批准。在参与 SBE 之后，通过对八名医疗保健专业学生的人际过程访谈收集数据。
研究结果表明，学生在模拟中的学术场景变化过程中经历了共存和变化的情绪。在介绍、情景和讨论阶段，学生经历了兴奋，并同时体验到愉快和不愉快的情绪。在模拟过程中，不愉快的情绪有所减少。发现许多情绪对学习有价值。
了解学生的兴奋、负面情绪以及 SBE 引发学生全面学术情绪的潜力，对护士教育者在计划和促进模拟时具有启示意义。
