Department of Health and Nursing Science, University of Agder, Grimstad, Norway.
School of Nursing/Centre for Health Transformation, Queensland University of Technology, Brisbane, Victoria, Australia.
J Clin Nurs. 2023 Jun;32(11-12):2757-2772. doi: 10.1111/jocn.16377. Epub 2022 Jun 3.
To explore recently graduated perioperative nurses' experiences of interprofessional simulation-based learning during postgraduate education and investigate whether and how this learning approach contributed to the development of their professional competence in meeting acute clinical situations.
Perioperative nursing requires specialised education that offers professional development to ensure high-quality nursing care and patient safety in acute situations. Interprofessional simulation-based learning exposes students to acute situations in a safe environment without the risk of harming the patient, and it prepares postgraduate nursing students for clinical practice. Despite extensive research regarding simulation-based learning, there is a lack of knowledge on what impact such training has on perioperative nursing students after graduation.
An explorative qualitative design was used, and this study is reported in accordance with the COREQ guidelines.
Between March 2019-November 2020, 16 perioperative nurses participated in semi-structured individual interviews three to five months after their graduation from five different educational institutions. During their postgraduate education, they had participated in interprofessional simulation-based learning that included acute clinical situations. A phenomenological hermeneutical analysis was applied to the data involving three steps: naïve reading, structural analysis and comprehensive understanding.
During the naïve reading, three themes emerged: competence in handling acute situations, competence in interprofessional teamwork and professional identity development.
Interprofessional simulation-based learning in perioperative nursing education developed relevant and important competence, including professional identity development, among perioperative nursing students. As recent graduates, their professional competence was transferred to clinical practice and developed further.
Findings indicate that interprofessional simulation-based learning is an important educational approach in perioperative nursing education. It is essential to use effective learning approaches to develop competencies that are transferable to clinical practice and improve perioperative nurses' performance as recent graduates. Therefore, interprofessional simulation-based learning should be implemented into perioperative nursing education.
探讨刚毕业的围手术期护士在研究生教育阶段参与跨专业模拟学习的经验，调查这种学习方法是否以及如何有助于培养他们在应对急性临床情况时的专业能力。
围手术期护理需要专业教育，以提供专业发展，确保在急性情况下提供高质量的护理和患者安全。跨专业模拟基于学习使学生在安全的环境中接触到急性情况，而不会有伤害患者的风险，并且为研究生护理学生做好临床实践的准备。尽管对基于模拟的学习进行了广泛的研究，但对于这种培训对毕业后的围手术期护理学生有何影响知之甚少。
采用探索性定性设计，本研究按照 COREQ 指南进行报告。
2019 年 3 月至 2020 年 11 月，16 名围手术期护士在从五所不同教育机构毕业后的三到五个月参加了半结构化的个人访谈。在研究生教育期间，他们参加了跨专业模拟学习，其中包括急性临床情况。对数据应用了现象学解释学分析，包括三个步骤：盲目阅读、结构分析和全面理解。
在盲目阅读阶段，出现了三个主题：处理急性情况的能力、跨专业团队合作的能力和专业身份的发展。
围手术期护理教育中的跨专业模拟学习培养了围手术期护理学生相关和重要的能力，包括专业身份的发展。作为应届毕业生，他们的专业能力被转移到临床实践中，并进一步发展。
研究结果表明，跨专业模拟学习是围手术期护理教育中的一种重要教育方法。使用有效的学习方法来培养可转移到临床实践中的能力并提高应届毕业生围手术期护士的绩效非常重要。因此，应将跨专业模拟学习纳入围手术期护理教育。
