School of Health and Social Sciences, Nanyang Polytechnic, Singapore.
School of Health and Social Sciences, Nanyang Polytechnic, Singapore.
Nurse Educ Today. 2024 Nov;142:106354. doi: 10.1016/j.nedt.2024.106354. Epub 2024 Aug 14.
In nursing education, often dominated by instructor-led simulations (ILS), there is a growing demand to explore alternative approaches, such as peer-led simulation (PLS), in the training of post-registration nursing students. PLS shifts learners into leadership roles, fostering scenario design and facilitation among peers. Despite existing literature on ILS versus PLS, there remains a gap in the effectiveness of combined PLS and ILS for post-registration nursing students. This study aims to investigate the factors influencing the learning experience of post-registration nursing students and their perceptions of PLS as an instructional strategy.
This qualitative study was implemented from October 2022 to April 2023. The entire student cohorts (n = 20) were recruited from the Advanced Diploma in Nursing (Peri-anaesthesia) programme. The students underwent both ILS (14h) and PLS (11h) as part of the mandatory activities within a 60-h module on "Crisis Management in Anaesthesia". Three semi-structured focus group discussions (FGDs) with 16 participants were conducted. The FGDs were guided by six questions on students learning experiences that were validated using the Delphi method.
The thematic analysis revealed four major themes concerning their learning experiences: the learning journey, enablers, barriers and perceived benefits of including PLS. Among the enablers, one notable finding was learners' appreciation for their ability to apply evidence-based practice (EBP) principles, which played a significant role in achieving conceptual fidelity in their developed scenarios.
The qualitative findings underscore the importance of PLS in fostering dynamic learning environments, vital for educators across disciplines. By actively participating in scenario design and facilitation, students enhance their understanding of theoretical concepts and clinical competency. PLS implementation provides insights into students' learning needs and challenges, benefiting educators in refining teaching strategies and enhancing educational effectiveness.
在护理教育中，通常以教师主导的模拟教学（ILS）为主，越来越需要探索替代方法，例如同伴主导的模拟教学（PLS），用于培训注册后护理学生。PLS 将学习者转变为领导角色，促进同伴之间的情景设计和促进。尽管有关于 ILS 与 PLS 的现有文献，但在注册后护理学生的 PLS 和 ILS 联合有效性方面仍存在差距。本研究旨在调查影响注册后护理学生学习体验的因素以及他们对 PLS 作为教学策略的看法。
这是一项从 2022 年 10 月至 2023 年 4 月实施的定性研究。整个学生队列（n=20）从护理（围手术期）高级文凭课程中招募。学生作为强制性活动的一部分，参加了 ILS（14 小时）和 PLS（11 小时），这些活动包含在 60 小时的“麻醉危机管理”模块中。对 16 名参与者进行了三次半结构化焦点小组讨论（FGD）。FGD 围绕学生学习经验的六个问题进行，这些问题是使用 Delphi 方法验证的。
主题分析揭示了他们学习经验的四个主要主题：学习历程、促成因素、障碍和包括 PLS 的感知益处。在促成因素中，一个值得注意的发现是学习者对应用循证实践（EBP）原则的能力的赞赏，这在他们开发的情景中实现概念保真度方面发挥了重要作用。
定性研究结果强调了 PLS 在促进动态学习环境中的重要性，这对各学科的教育工作者都至关重要。通过积极参与情景设计和促进，学生可以增强对理论概念和临床能力的理解。PLS 的实施使我们深入了解学生的学习需求和挑战，使教育工作者能够改进教学策略并提高教育效果。
