Moabi Pule S, Mtshali Ntombifikile G
Department of Nursing, Scott College of Nursing, Morija, Lesotho.
College of Health Sciences, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa.
Health SA. 2022 Oct 28;27:1889. doi: 10.4102/hsag.v27i0.1889. eCollection 2022.
The changing landscape of nursing education to competency-based education has strengthened the importance of simulation learning in the process of developing the required graduate competencies.
This study aimed to develop a model that guides the implementation of simulation-based education (SBE) in under-resourced nursing education institutions in Lesotho.
Four Nursing Education Institutions in Lesotho.
An explanatory sequential mixed methods design was adopted. Sampling methods included stratified systematic random, purposive and systematic sampling. The total sample was 390 comprising students, nurse educators and principals. Data were collected through questionnaires, focus group discussions and in-depth unstructured individual interviews. Statistical analysis was employed for quantitative data while a grounded theory approach guided the qualitative data analysis and model development.
Implementation of simulation emerged as a multilevel, multi-actor and multistage process of adopting, introducing and implementing SBE. This education takes place in a simulated environment that serves as a connecting bridge between the learning of theory in the classroom and clinical learning in real-life settings. The model generated from this study has simulation implementation as the main concept that is supported by four major concepts: (1) simulation initiation at the strategic level, (2) simulation implementation at the tactical level, (3) simulation implementation at the operational level and (4) simulation outcomes.
Successful implementation of simulation requires buy-in from key stakeholders. Simulation-based education policy, competent facilitators and a well-resourced clinical skills laboratory may facilitate the development of the required competencies.
The study provides guidance on how SBE can be implemented in resource-limited settings.
护理教育向基于能力的教育转变，强化了模拟学习在培养所需毕业生能力过程中的重要性。
本研究旨在开发一个模型，以指导莱索托资源匮乏的护理教育机构实施基于模拟的教育（SBE）。
莱索托的四所护理教育机构。
采用解释性序列混合方法设计。抽样方法包括分层系统随机抽样、目的抽样和系统抽样。总样本为390人，包括学生、护士教育工作者和校长。通过问卷调查、焦点小组讨论和深入的非结构化个人访谈收集数据。对定量数据进行统计分析，同时采用扎根理论方法指导定性数据分析和模型开发。
模拟的实施是一个多层次、多主体和多阶段的采用、引入和实施SBE的过程。这种教育在模拟环境中进行，该环境是课堂理论学习与现实生活临床学习之间的桥梁。本研究生成的模型以模拟实施为主要概念，由四个主要概念支持：（1）战略层面的模拟启动，（2）战术层面的模拟实施，（3）操作层面的模拟实施，（4）模拟结果。
模拟的成功实施需要关键利益相关者的支持。基于模拟的教育政策、称职的促进者和资源充足的临床技能实验室可能有助于培养所需的能力。
该研究为如何在资源有限的环境中实施SBE提供了指导。
