Silén-Lipponen Marja, Piippo-Savolainen Eija, Azimirad Mina, Saaranen Terhi
Unit of Health Care, Savonia University of Applied Sciences, 70201 Kuopio, Finland.
Pediatrics Research Unit, Faculty of Medicine, University of Eastern Finland, 70210 Kuopio, Finland.
Nurs Rep. 2024 Sep 26;14(4):2640-2650. doi: 10.3390/nursrep14040195.
Digitalization in healthcare education has shifted simulation learning methods to distanced implementations. Successful transition to distance education requires effective communication and the teacher's good ability to use digital learning methods, as well as students' active interaction and motivation throughout the entire educational process. This study explores participants' experiences of online large group simulations as an approach for learning about interprofessional collaboration. A mixed method design was used in this study. Data from health and social care students and qualified professionals were collected using a questionnaire which contained statements presented on a five-point Likert scale and open-ended questions. The questionnaire was filled online by 100 students and professionals. The quantitative data were analyzed using descriptive statistical methods, and the open-ended questions were analyzed with inductive content analysis. As a result, the participants were satisfied with the large group simulation intended for learning interprofessional collaboration (mean = 4.42, SD = 0.759). The majority viewed it as a good learning method (95%) that is suitable for interprofessional collaboration learning (90%) and for promoting working together (82%). Digitally activated communication tools promoted interactive discussion and activated joint learning. However, only one activation tool was preferred instead of using two methods simultaneously. In conclusion, distanced large group simulations were evaluated to be a good method for learning interprofessional collaboration. This study was not registered.
医疗保健教育中的数字化已将模拟学习方法转向远程实施。成功过渡到远程教育需要有效的沟通、教师运用数字学习方法的良好能力，以及学生在整个教育过程中的积极互动和积极性。本研究探讨了参与者将在线大型团体模拟作为一种学习跨专业协作方法的体验。本研究采用了混合方法设计。通过一份问卷收集了来自健康和社会护理专业学生及合格专业人员的数据，问卷包含以五点李克特量表呈现的陈述和开放式问题。100名学生和专业人员在线填写了问卷。定量数据采用描述性统计方法进行分析，开放式问题采用归纳性内容分析进行分析。结果，参与者对旨在学习跨专业协作的大型团体模拟感到满意（均值 = 4.42，标准差 = 0.759）。大多数人认为这是一种很好的学习方法（95%），适用于跨专业协作学习（90%）和促进合作（82%）。数字化激活的沟通工具促进了互动讨论并激活了联合学习。然而，比起同时使用两种方法，参与者更喜欢仅使用一种激活工具。总之，远程大型团体模拟被评估为一种学习跨专业协作的好方法。本研究未注册。
