Gard Jye, Duong Chi, Murtagh Kirsty, Gill Jessica, Lambe Katherine, Summers Ian
Monash University, Melbourne, Australia.
Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia.
Adv Simul (Lond). 2022 Jul 27;7(1):22. doi: 10.1186/s41077-022-00218-z.
Many simulation-based clinical education events (SBCEE) aim to prepare healthcare professionals with the knowledge, skills, and features of professionalism needed to deliver quality patient care. However, how these SBCEE learnings are translated into broader workplace practices by learners from different craft groups has not been described.
To understand how learners from different craft groups (doctors and nurses) anticipate simulation-based learnings will translate to their workplaces and the process by which translation occurs.
Qualitative descriptive study design using pre- and post-SBCEE questionnaires.
A large tertiary Australian hospital-based simulation centre that facilitates SBCEE for multi-professional graduate and undergraduate clinicians from 16 hospitals.
Participants who attended SBCEEs between May and October 2021 completed questionnaires at two touchpoints, on the day of attending a SBCEE and 6 weeks after. Based on a phenomenological approach, the study examined clinicians' experiences in relation to simulation education, intended simulation learning use in the workplace, and perceived success in subsequently using these learnings to improve clinical outcomes. Qualitative inductive thematic data analysis was used to develop narratives for different learner cohorts.
Three overarching themes were identified regarding simulation participants' perceptions of the success of translating simulation learnings into the workplace. These were: scenario-workplace mirroring, self-assessment, and successful confidence. Doctor participants found it difficult to map SBCEE learnings to their workplace environments if they did not mirror those used in simulation. Nurses sought peer evaluation to analyse the effectiveness of their workplace translations, whereas doctors relied on self-assessment. Learners from both craft groups highly prized 'confidence-building' as a key indicator of improved workplace performance achieved through SBCEE learning.
A diverse range of factors influences healthcare workers' experiences in translating simulation learnings to their workplace. To equip simulation learners to translate learnings from a SBCEE into their clinical practices, we suggest the following areas of focus: co-development of translation plans with learners during the delivery of an SBCEE including the indicators of success, above table discussions on the generalisability of learnings to different environments and contexts, smart investment in simulation outputs, and cautious championing of confidence-building.
许多基于模拟的临床教育活动（SBCEE）旨在让医疗保健专业人员具备提供优质患者护理所需的知识、技能和专业素养。然而，来自不同专业群体的学习者如何将这些SBCEE所学内容转化为更广泛的工作场所实践，目前尚无相关描述。
了解来自不同专业群体（医生和护士）的学习者如何预期基于模拟的学习将转化到他们的工作场所，以及转化发生的过程。
采用SBCEE前后问卷调查的定性描述性研究设计。
澳大利亚一家大型三级医院的模拟中心，该中心为来自16家医院的多专业研究生和本科临床医生提供SBCEE。
在2021年5月至10月期间参加SBCEE的参与者在两个时间点完成问卷调查，即参加SBCEE当天和6周后。基于现象学方法，该研究考察了临床医生在模拟教育方面的经历、在工作场所预期的模拟学习用途，以及随后使用这些学习来改善临床结果方面的感知成功情况。采用定性归纳主题数据分析为不同的学习者群体编写叙述。
关于模拟参与者对将模拟学习转化到工作场所的成功认知，确定了三个总体主题。这些主题是：情景-工作场所映射、自我评估和成功信心。如果模拟中使用的情景与工作场所环境不匹配，医生参与者发现很难将SBCEE所学内容应用到他们的工作场所环境中。护士寻求同行评估以分析他们在工作场所转化的有效性，而医生则依赖自我评估。来自两个专业群体的学习者都高度重视“建立信心”，将其视为通过SBCEE学习实现工作场所绩效提升的关键指标。
多种因素影响医护人员将模拟学习转化到工作场所的经历。为了使模拟学习者能够将SBCEE所学内容转化为临床实践，我们建议关注以下方面：在SBCEE实施过程中与学习者共同制定转化计划，包括成功指标；就学习内容在不同环境和背景下的可推广性进行上述讨论；对模拟产出进行明智投资；谨慎倡导建立信心。
