Mount Royal university, School of nursing and Midwifery, Calgary, Alberta, Canada; Alberta Health Services, Division of Cardiology, Canada.
Mount Royal university, School of nursing and Midwifery, Calgary, Alberta, Canada.
J Prof Nurs. 2023 Mar-Apr;45:14-20. doi: 10.1016/j.profnurs.2023.01.003. Epub 2023 Jan 31.
Simulation-based learning is a teaching technique that allows learners to apply theoretical knowledge to enhance patient safety. Despite limited evidence about the relationship between simulation and patient safety outcomes, nursing programs continue using simulation to improve student competencies.
To explore the processes driving the actions of nursing students while providing care for a rapidly deteriorating patient during a simulation-based experience.
Following the constructivist grounded theory method, the study recruited 32 undergraduate nursing students to explore their experiences during simulation-based experiences. Data were collected using semi-structured interviews over 12 months. Interviews were recorded, transcribed and analyzed using constant comparison and simultaneous data collection, coding, and analysis.
Two theoretical categories emerged from the data to explain the processes driving the students' actions during simulation-based experiences: Nurturing and contextualizing safety. The themes revolved around a core category of "Scaffolding Safety" in simulation.
Simulation facilitators can use the findings to build effective and targeted simulation scenarios. Scaffolding safety steers students' thinking and contextualizes patients' safety. It can be utilized as a lens to guide students and assist them with transferring skills from simulation to the clinical practice setting. Nurse educators should consider deliberately integrating the concepts of scaffolding safety into simulation-based experiences to connect theory and practice.
基于模拟的学习是一种教学技术，允许学习者将理论知识应用于提高患者安全性。尽管关于模拟与患者安全结果之间的关系的证据有限，但护理项目仍继续使用模拟来提高学生的能力。
探索护理学生在模拟体验中为迅速恶化的患者提供护理时的行为过程。
采用建构主义扎根理论方法，研究招募了 32 名本科护理学生，以探索他们在模拟体验中的经历。数据通过 12 个月的半结构化访谈收集。使用持续比较和同时数据收集、编码和分析对访谈进行记录、转录和分析。
从数据中得出了两个理论类别，以解释学生在模拟体验中行为的驱动过程：培养和情境化安全。主题围绕模拟中的核心类别“支撑安全”展开。
模拟促进者可以利用这些发现来构建有效的、有针对性的模拟场景。在模拟中支撑安全引导学生的思维并情境化患者的安全。它可以用作指导学生的视角，并帮助他们将技能从模拟转移到临床实践环境中。护理教育者应该考虑将支撑安全的概念有意地融入基于模拟的体验中，以连接理论和实践。
