Husebø Sissel Eikeland, Reierson Inger Åse, Hansen Anette, Solli Hilde
Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Post Box 8600, 4036, Stavanger, Norway.
Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, Research Group Clinical Competence in Nursing Education, University of South-Eastern Norway, Post Box 4, 3199, Borre, Norway.
Adv Simul (Lond). 2024 Aug 13;9(1):33. doi: 10.1186/s41077-024-00306-2.
The voice of the students should be engaged in simulation curriculum development. Involving the students in the development of debriefing strategies might result in a deeper understanding of learning. However, few studies have investigated the students' perspectives on debriefing strategies. The aim of the study was to explore nursing students' perspectives on the post-simulation debriefing.
An explorative, descriptive design with a qualitative approach was used. Data were collected in December 2017 and May 2018 through focus group interviews with undergraduate nursing students in Norway immediately after a 2-day high-fidelity simulation course in the second year of their Bachelor of Nursing degree. Data were analysed using systematic text condensation.
Thirty-two nursing students participated in the study. The data analysis identified two main categories. The category 'Facilitator as a catalyst for reflection' illustrated the facilitator's multifaceted and vital role in initiating and guiding the students' reflection process in the debriefing. The category 'A process towards increased awareness' encompasses the students' guided process of acquiring new insight into their professional development, and how they put parts together to see the wholeness in what was simulated.
This study provides knowledge to facilitators regarding nursing students' perspectives on facilitating reflection and learning during debriefing discussions. The facilitator's multifaceted role in guiding the students' reflections and their process of acquiring new insight into their professional development were identified as critical to learning during debriefing.
学生的意见应参与模拟课程的开发。让学生参与制定汇报策略可能会使他们对学习有更深入的理解。然而，很少有研究调查学生对汇报策略的看法。本研究的目的是探讨护理专业学生对模拟后汇报的看法。
采用探索性、描述性设计，运用定性研究方法。2017年12月和2018年5月，在挪威护理专业本科学生完成为期两天的高保真模拟课程后，立即通过焦点小组访谈收集数据。采用系统文本浓缩法对数据进行分析。
32名护理专业学生参与了本研究。数据分析确定了两个主要类别。“促进者作为反思的催化剂”这一类别说明了促进者在汇报过程中启动和引导学生反思过程中所起的多方面重要作用。“提高意识的过程”这一类别涵盖了学生在职业发展中获得新见解的引导过程，以及他们如何将各个部分整合起来以理解模拟内容的全貌。
本研究为促进者提供了有关护理专业学生在汇报讨论中对促进反思和学习的看法的知识。促进者在引导学生反思以及他们获得职业发展新见解的过程中所起的多方面作用被认为对汇报期间的学习至关重要。
