Lockertsen Øyvind, Løvhaug Lars, Davik Nils Kristian, Bølgen Brita Rønbeck, Færden Ann, Skarstein Siv
OsloMet - Oslo Metropolitan University, Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo, Norway; Oslo University Hospital, Division of Mental Health and Addiction, Regional Centre for Research and Education in Forensic Psychiatry, Oslo, Norway.
Oslo University Hospital, Division of Mental Health and Addiction, Acute Psychiatric Department, Oslo, Norway.
Nurse Educ Pract. 2023 Jan;66:103534. doi: 10.1016/j.nepr.2022.103534. Epub 2022 Dec 12.
The aim of this focus group study was to investigate second-year undergraduate nursing students' experiences with clinical simulation training as part of their clinical practice in acute mental health care.
The quality of bachelor programmes in nursing has been criticised for lacking theoretical and experiential learning in the mental health modules. Novice nurses feel unprepared to care for patients with mental health challenges and graduate nurses are reported to lack the necessary knowledge and skills to manage patients with mental health issues confidently and competently. Clinical simulation training can facilitate the teaching of clinical and non-clinical skills simultaneously and is a highly suitable method within mental health care for addressing gaps in knowledge and skills in communicating with patients. Clinical simulation training may enhance nursing students' competence and thereby reduce the risk of adverse events and increase safety. However, we know little about undergraduate nursing students' experiences with clinical simulation training as an integrated part of nursing students' clinical practice in acute mental health wards.
Explorative qualitative focus group study.
Three focus group interviews were conducted using a semi-structured interview guide with second-year undergraduate nursing students from a university in Norway during spring 2020. In total, 14 students who had experienced clinical simulation training as part of their mental health clinical practice participated in the study. The collected data were analysed using systematic text condensation.
Clinical simulation training as part of the clinical practice increased the students' preparedness, coping and self-awareness. Most of the participants had positive perceptions of the use of high-fidelity simulation-based learning. Furthermore, they highlighted three elements that increased the value of the training. First, the simulation felt authentic and increased their professional skills. Second, the standardised patient had clinical qualifications, which made the simulation feel authentic and close to realistic situations. Third, not having a former relationship with the person acting as the standardised patient enhanced authenticity.
Clinical simulation training as part of clinical practice contributed to increasing the students' self-awareness and in-depth reflection and to broadening their nursing competence. The present study lays the groundwork for future studies on clinical simulation training in mental health clinical practice for nursing students.
本焦点小组研究旨在调查本科二年级护理专业学生在急性精神卫生护理临床实践中进行临床模拟培训的体验。
护理本科课程的质量因心理健康模块缺乏理论和实践学习而受到批评。新手护士感觉没有准备好照顾有心理健康问题的患者，据报道，毕业护士缺乏自信且胜任地管理心理健康问题患者所需的知识和技能。临床模拟培训可以同时促进临床和非临床技能的教学，并且是精神卫生护理中解决与患者沟通方面知识和技能差距的非常合适的方法。临床模拟培训可能会提高护生的能力，从而降低不良事件的风险并提高安全性。然而，我们对本科护理专业学生将临床模拟培训作为急性精神卫生病房护理学生临床实践的一个组成部分的体验知之甚少。
探索性定性焦点小组研究。
2020年春季，使用半结构化访谈指南对挪威一所大学的本科二年级护理专业学生进行了三次焦点小组访谈。共有14名作为心理健康临床实践一部分经历过临床模拟培训的学生参与了该研究。使用系统文本浓缩法对收集到的数据进行了分析。
作为临床实践一部分的临床模拟培训提高了学生的准备程度、应对能力和自我意识。大多数参与者对基于高保真模拟的学习的使用持积极看法。此外，他们强调了增加培训价值的三个要素。首先，模拟感觉真实并提高了他们的专业技能。其次，标准化患者具有临床资质，这使得模拟感觉真实且接近现实情况。第三，与充当标准化患者的人以前没有关系增强了真实性。
作为临床实践一部分的临床模拟培训有助于提高学生的自我意识和深入反思，并拓宽他们的护理能力。本研究为未来关于护理专业学生心理健康临床实践中临床模拟培训的研究奠定了基础。
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