Nurse. Ph.D. Professor. Research Group on Simulation and Transformative Innovation (GRIST), Instituto de Investigación e Innovación en Ciencias de la Vida y de la Salud de la Cataluña Central (Iris-CC), Ctra. De Roda Núm. 70, 08500 Vic. Department of Nursing, Faculty of Health Sciences at Manresa. Universitat de Vic- Universitat Central de Catalunya (UVic-UCC), Manresa (Barcelona); Spain.
Nurse. Ph.D.c. Professor. Research Group on Simulation and Transformative Innovation (GRIST), Instituto de Investigación e Innovación en Ciencias de la Vida y de la Salud de la Cataluña Central (Iris-CC), Ctra. De Roda Núm. 70, 08500 Vic. Department of Nursing, Faculty of Health Sciences at Manresa. Universitat de Vic- Universitat Central de Catalunya (UVic-UCC), Manresa (Barcelona); Spain.
Invest Educ Enferm. 2024 Jun;42(2). doi: 10.17533/udea.iee.v42n2e11.
This work sought to assess the perception of knowledge transfer from clinical simulations to the care practice in nursing students through effective debriefing.
An observational, descriptive, and cross-sectional study was conducted with a sample of 281 students during the 2020-2021 course, through una ad hoc survey from the Debriefing Assessment for Simulation in Healthcare (DASH) in Spanish, to assess competence areas that undergraduate students must reach to complete their studies.
The survey conducted after each simulation showed that the students valued positively the debriefing sessions conducted by experts, with a mean score of 6.61 over 7 [6.56%-6.65%] based on 675 surveys analyzed, given that each student conducted more than one simulation within the academic course. It was observed in 221 completed answers that what was learned in the simulation was transferred to the practice in 89.23% [86.39%-92.06%], specifically in areas of Communication, Patient safety, Teamwork, and Leadership.
In the perception by the participating students, the use of effective debriefing in clinical simulation enabled knowledge transfer to the care practice, proving to be a crucial tool that helps to improve the formation of the future nurses.
本研究旨在评估通过有效的反思，从临床模拟向护理学生的护理实践转移知识的效果。
采用观察性、描述性和横断面研究，对 2020-2021 年期间的 281 名学生进行了样本调查，通过西班牙版的《医疗保健模拟反思评估表》（DASH）进行了一次专门的调查，评估了本科生在完成学业时必须达到的能力领域。
在每次模拟后进行的调查显示，学生对专家进行的反思会议给予了积极的评价，基于分析的 675 份调查，平均得分为 6.61（6.56%-6.65%），因为每个学生在学术课程中进行了多次模拟。在 221 份完成的回答中，观察到 89.23%（86.39%-92.06%）的学生将模拟中学到的知识转移到了实践中，特别是在沟通、患者安全、团队合作和领导力方面。
在参与学生的认知中，临床模拟中使用有效的反思有助于将知识转移到护理实践中，证明了这是一种至关重要的工具，有助于提高未来护士的培养质量。
