Faculty of Health Science University of Stavanger, P.O Box 8600, Stavanger N-4038, Norway.
Nurse Educ Pract. 2024 Oct;80:104139. doi: 10.1016/j.nepr.2024.104139. Epub 2024 Sep 15.
To explore supervisors' experience of simulation in a student supervision course BACKGROUND: The relationship between student and supervisor is crucial for the students' learning and quality of education. The supervisors have an important role in facilitating a good start and the best learning opportunities for students in clinical placement. Supervision can be demanding and there is a need to strengthen supervisors in their role. An interprofessional supervision course was designed, using simulation as a method. Simulation is frequently used for acute situations to improve patient safety but is less common in student supervision. In our supervision course, simulation was introduced in the digital component and practiced in the physical component. The 4-6 members of the interprofessional simulation groups were assigned roles as either participants or active observers. They were guided by a facilitator, who constructed student-supervisor scenarios, allocated roles and facilitated reflection.
A qualitative, explorative design involving focus groups and written reflections.
Two focus groups (n=9) were conducted following a pilot course in addition to written reflections (n= 80) after four courses. After revising the course and the interview guide, two additional focus groups (n =10) were held and a further 43 written reflections received. The empirical data were analyzed using thematic analysis by Braun and Clarke.
The three themes. 1. Interprofessional simulation provides a wider perspective on the student- supervisor relationship. The participants experienced being active in different roles, followed by subsequent joint reflection. They expressed increased relational understanding as well as the importance of verbal and nonverbal communication in supervision through learning from other interprofessional supervisors. 2. Simulation provides realism by entering into the situation. Simulation fostered activation of the senses that improved the supervisor's ability to be attentive to the student's needs. 3.Challenging to simulate the role of supervisor. Most participants were willing to force themselves out of their comfort zone to learn. However, quite a few felt uncomfortable participating in simulation on communication and preferred observing others.
The participants experienced simulation as valuable for strengthening their awareness of their ability to influence students' learning and relational understanding. The results showed the value of reflective observation in addition to participating in simulation. Simulation might contribute to improved supervision, although different experiences that inhibit learning outcomes must be acknowledged.
探索在学生监督课程中模拟的监督者体验
学生和监督者之间的关系对学生的学习和教育质量至关重要。监督者在为学生在临床实习中提供良好的开端和最佳学习机会方面发挥着重要作用。监督可能是有要求的，需要加强监督者的角色。设计了一门跨专业监督课程，使用模拟作为方法。模拟常用于改善患者安全的紧急情况，但在学生监督中较少使用。在我们的监督课程中，模拟在数字部分引入，并在物理部分进行练习。跨专业模拟小组的 4-6 名成员被分配为参与者或主动观察员的角色。他们由一名协调员指导，协调员构建学生-监督者场景、分配角色并促进反思。
涉及焦点小组和书面反思的定性、探索性设计。
在试点课程之后进行了两个焦点小组（n=9），在四门课程之后收到了 80 份书面反思。在修订课程和访谈指南后，进行了另外两个焦点小组（n=10），并收到了另外 43 份书面反思。使用 Braun 和 Clarke 的主题分析对经验数据进行了分析。
三个主题。1. 跨专业模拟提供了学生-监督者关系的更广泛视角。参与者体验了在不同角色中的积极作用，随后进行了联合反思。他们表示，通过从其他跨专业监督者那里学习，他们对关系的理解以及监督中言语和非言语沟通的重要性有所增加。2. 模拟通过进入情境提供了现实感。模拟促进了感官的激活，提高了监督者对学生需求的关注度。3. 模拟监督者的角色具有挑战性。大多数参与者愿意强迫自己走出舒适区来学习。然而，相当一部分人在沟通方面感到不舒服参与模拟，更喜欢观察其他人。
参与者体验到模拟对于增强他们对影响学生学习和关系理解能力的意识是有价值的。结果表明，除了参与模拟之外，反思观察的价值。模拟可能有助于提高监督质量，尽管必须承认不同的经验会抑制学习成果。
