Almotairy Monir M, Algabbashi Maram, Alshutwi Sitah, Shibily Faygah, Alsharif Fatmah, Almutairi Wedad, Nahari Ahmed
Nursing Administration and Education Department, College of Nursing, King Saud University, P.O Box: 642, Riyadh, 12372, Saudi Arabia.
Nursing Sciences and Research Department, College of Nursing, Umm Al-Qura University, Makkah, 24232, Saudi Arabia.
BMC Nurs. 2023 Apr 7;22(1):105. doi: 10.1186/s12912-023-01278-w.
Academic programs are increasing simulation-based learning in Saudi Arabia during COVID-19 pandemic; however, there is limited knowledge about these universities' simulation culture readiness. Thus, the purpose of this study was to explore faculty perceptions of the readiness to integrate simulation into nursing programs.
This cross-sectional correlational study recruited faculty members in four nursing colleges at Saudi universities using the simulation culture organizational readiness survey 36-item questionnaire. A total of 88 faculty members from four Saudi universities were included. Descriptive, Pearson's correlation, independent sample t-test, and analysis of covariance analysis were utilized in this study.
Nearly 39.8% and 38.6% of the participants had Moderately and Very Much overall readiness for the simulation-based education (SBE), respectively. There were significant correlations between the summary impression on simulation culture readiness measures and simulation culture organizational readiness survey subscales (p < 0.001). Three simulation culture organizational readiness survey subscales (defined need and support for change, readiness for culture change, and time, personnel, and resource readiness) and the overall readiness for SBE were correlated with age, years since highest degree, years of experience in academia, and years using simulation in teaching (p < 0.05). The sustainability practices to embed culture subscale and summary impression were only correlated significantly with the number of years using simulation in teaching (p = 0.016 and 0.022, respectively). Females had a significantly higher mean in the sustainability practices to embed culture subscale (p = 0.006) and the overall readiness for simulation-based education (p = 0.05). Furthermore, there were significant differences among the highest degree in the overall readiness for SBE (p = 0.026), summary impression (p = 0.001), the defined need and support subscale (p = 0.05), the sustainability practices to embed culture subscale (p = 0.029), and the time, personnel, and resource readiness subscale (p = 0.015).
Favorable simulation culture readiness results suggest great opportunities to advance clinical competencies in academic curricula and optimize educational outcomes. Nurse academic leaders should identify needs and resources to enhance simulation readiness and encourage the integration of simulation in nursing education.
在新冠疫情期间，沙特阿拉伯的学术项目正在增加基于模拟的学习；然而，对于这些大学的模拟文化准备情况了解有限。因此，本研究的目的是探讨教师对将模拟整合到护理项目中的准备情况的看法。
本横断面相关性研究使用模拟文化组织准备情况调查36项问卷，招募了沙特大学四所护理学院的教师。共纳入了来自四所沙特大学的88名教师。本研究采用了描述性统计、Pearson相关性分析、独立样本t检验和协方差分析。
分别有近39.8%和38.6%的参与者对基于模拟的教育（SBE）总体准备程度为中等和非常充分。模拟文化准备情况测量的总体印象与模拟文化组织准备情况调查子量表之间存在显著相关性（p < 0.001）。模拟文化组织准备情况调查的三个子量表（变革的明确需求和支持、文化变革的准备情况以及时间、人员和资源准备情况）以及SBE的总体准备程度与年龄、获得最高学位后的年限、学术领域的经验年限以及在教学中使用模拟的年限相关（p < 0.05）。嵌入文化子量表的可持续性实践和总体印象仅与在教学中使用模拟的年限显著相关（分别为p = 0.016和0.022）。女性在嵌入文化子量表的可持续性实践（p = 0.006）和基于模拟的教育的总体准备程度（p = 0.05）方面的平均得分显著更高。此外，在SBE的总体准备程度（p = 0.026）、总体印象（p = 0.001）、明确需求和支持子量表（p = 0.05）、嵌入文化子量表的可持续性实践（p = 0.029）以及时间、人员和资源准备情况子量表（p = 0.015）方面，最高学位之间存在显著差异。
良好的模拟文化准备情况结果表明，有很大机会提升学术课程中的临床能力并优化教育成果。护理学术领导者应确定需求和资源，以提高模拟准备程度，并鼓励在护理教育中整合模拟。
