Karlsen Karina, Nygård Carina, Johansen Lisbeth Gaustad, Gjevjon Edith Roth
UiT The Arctic University of Norway, Harstad, Norway.
Lovisenberg University College, Oslo, Norway.
BMC Nurs. 2024 Feb 15;23(1):121. doi: 10.1186/s12912-024-01771-w.
In advanced clinical learning labs on campus, high-fidelity simulation has become an essential educational approach in the Bachelor of Nursing Education programme. However, simulation while in clinical placement, in situ, is rarely used in Bachelor of Nursing Education. The aim of the present study was to explore how in situ simulation training at a surgical hospital ward, according to Bachelor of Nursing students, influenced their learning and development process.
A qualitative descriptive study was conducted. Data were collected through individual interviews with a sample of 21 s-year Bachelor of Nursing students who completed 40 in situ simulations during their eight-week clinical placement at a Norwegian University Hospital. Data were analysed using inductive content analysis.
The data analysis generated six subcategories constituting two descriptive categories: building professional confidence and internalising nursing knowledge. Although the students found in situ simulation stressful and uncomfortable for being assessed by student peers, the teacher and preceptor, the process of managing clinical situations in simulation helped build professional confidence. What the students had learned in the simulation was directly transferable to real clinical situations because they were in the hospital setting. The simulation sessions enabled them to connect theoretical knowledge and clinical skills. They could test their skills in a safe environment, performing procedures that made them aware of how their knowledge could be used in real life.
According to the Bachelor of Nursing students' own experiences, in situ simulation supported the students' learning process, connected theory and practice and contributed to developing confidence in the performance of clinical skills. Including simulation in clinical practice could prove to be an effective way of teaching and learning clinical skills in nursing regarding resources and learning outcomes.
在校园内先进的临床学习实验室中，高保真模拟已成为护理教育学士学位课程中必不可少的教育方法。然而，在临床实习现场进行模拟的情况在护理教育学士学位中很少使用。本研究的目的是探讨在外科医院病房进行的现场模拟培训，根据护理专业学生的说法，如何影响他们的学习和发展过程。
进行了一项定性描述性研究。通过对21名护理学学士学生进行个人访谈收集数据，这些学生在挪威大学医院为期八周的临床实习期间完成了40次现场模拟。使用归纳性内容分析法对数据进行分析。
数据分析产生了六个子类别，构成两个描述性类别：建立专业信心和内化护理知识。尽管学生们发现现场模拟因受到同学、教师和带教老师的评估而感到压力大且不自在，但在模拟中处理临床情况的过程有助于建立专业信心。学生们在模拟中学到的知识可以直接应用于实际临床情况，因为他们身处医院环境。模拟课程使他们能够将理论知识与临床技能联系起来。他们可以在安全的环境中测试自己的技能，进行一些操作，从而让他们意识到自己的知识在现实生活中如何运用。
根据护理学学士学生自己的经验，现场模拟支持了学生的学习过程，将理论与实践联系起来，并有助于培养临床技能操作的信心。在临床实践中纳入模拟可能是一种在护理临床技能教学和学习方面在资源和学习成果方面都有效的方法。
