Abad-Corpa Eva, Guillén-Ríos Juan Francisco, Pastor-Bravo María Del Mar, Jiménez-Ruiz Ismael
Departamento de Enfermería, Facultad de Enfermería, Universidad de Murcia, El Palmar, Murcia, Spain; ENFERAVANZA, Instituto Murciano de Investigación Biosanitaria (IMIB-Pascual Parrilla), El Palmar, Murcia, Spain; Hospital General Universitario Reina Sofía, Servicio Murciano de Salud, Murcia, Spain; Unidad de Investigación en Cuidados de la Salud (Investén-ISCIII), Centro de Investigación Biomédica en Red Fragilidad y Envejecimiento Saludable (CIBERFES), Instituto de Salud Carlos III, Madrid, Spain.
Departamento de Enfermería, Facultad de Enfermería, Universidad de Murcia, El Palmar, Murcia, Spain; Residencia de personas mayores San Basilio, Instituto Murciano de Acción Social, Murcia, Spain.
Enferm Clin (Engl Ed). 2023 Nov-Dec;33(6):401-411. doi: 10.1016/j.enfcle.2023.10.003. Epub 2023 Oct 28.
The most effective training methods are experiential, including those focused on experiences and emotions. Clinical simulation, especially high-fidelity simulation, is one of the most effective methodologies for the acquisition of competencies in care like palliative care. The simulation with actors can train future healthcare science professionals: in technical, intellectual, or interpersonal skills. The objective is to evaluate high-fidelity simulation with actors as a tool in palliative care training for nursing students.
Over three years, the study was conducted in a Faculty of Nursing of the south of Spain with nursing students. A mixed methods study with sequential explanatory design in three moments was conducted: (1) Quasi-experimental study in a single group (n = 12) before and after attending the palliative care course with Clinical Simulation with actors to assess the communication skills (CICAA scale), (2) Qualitative study with phenomenological perspective after Clinical Simulation (174 reflective students' narratives), (3) Cross-sectional observational study, one year later, to assess the transfer of knowledge and skills to the clinical practice (71 students).
Students who interacted with actors in Clinical Simulation improved their communication skills and the ability to establish an effective helping relationship with both end-of-life patients and their families. The students perceived the Clinical Simulation as an innovative learning methodology that is useful to encourage reflection and transfer of learning during their clinical internship.
Standardization of the use of active learning methodologies is recommended for a better acquisition of transversal skills such as communication skills in palliative care.
最有效的培训方法是体验式的，包括那些聚焦于经历和情感的方法。临床模拟，尤其是高保真模拟，是获取诸如姑息治疗等护理能力最有效的方法之一。与演员进行模拟可以培养未来的医疗保健科学专业人员的技术、智力或人际技能。目的是评估将与演员进行的高保真模拟作为护理专业学生姑息治疗培训工具的效果。
在三年时间里，该研究在西班牙南部一所护理学院对护理专业学生开展。采用了一种混合方法研究，分三个阶段进行顺序解释性设计：（1）在参加带有与演员进行临床模拟的姑息治疗课程前后，对一个单组（n = 12）进行准实验研究，以评估沟通技能（CICAA量表）；（2）在临床模拟后采用现象学视角进行定性研究（174名学生的反思性叙述）；（3）一年后进行横断面观察研究，以评估知识和技能向临床实践的转化（71名学生）。
在临床模拟中与演员互动的学生提高了他们的沟通技能以及与临终患者及其家属建立有效帮助关系的能力。学生们将临床模拟视为一种创新的学习方法，有助于在他们的临床实习期间促进反思和学习的迁移。
建议对主动学习方法的使用进行标准化，以便更好地获取诸如姑息治疗中沟通技能等横向技能。
