Lervik Wenche, Solberg Mads, Wiig Astrid Camilla, Berg Helen
Department of Health Sciences, Norwegian University of Science and Technology, Ålesund, 6009, Norway.
Department of Educational Science, University of South-Eastern Norway, Notodden, Norway.
BMC Med Educ. 2025 Jan 16;25(1):76. doi: 10.1186/s12909-024-06628-z.
The aim of this study was to investigate how facilitators approach and use nursing students' mistakes in simulation-based training as learning resources in the simulation debriefing phase. Facilitators are responsible for raising students' awareness of their performances during the debriefing and facilitating reflections on their performances, including satisfactory behaviours and performance gaps. Research on facilitators' work during debriefing has highlighted various challenges, such as providing a safe and constructive climate among novice students while simultaneously teaching them the correct procedures, methods, and knowledge of caring practices to become professional nurses. There is a lack of research on how facilitators approach, handle, and use students' mistakes as a learning resource. Thus, this study investigated facilitators' assumptions about providing feedback to nursing students when they made mistakes during simulation-based training METHOD: Individual semi-structured interviews were conducted with nine experienced facilitators from three universities in Norway. Data were analyzed following the principles of thematic analysis (TA).
Facilitators made varying assumptions about the simulations and debriefings as learning processes. These differences were evident in their accounts of how feedback was provided to students when they made mistakes during the simulation-based training.
Facilitators' statements about their practices reflect assumptions about how they make simulation activities a resource for meaningful learning, including how to use students' mistakes as learning opportunities during debriefing discussions. Consequently, these assumptions regarding learning provide valuable insights into the ambiguous and complex praxis of using simulation-based training as a professional educational tool.
本研究的目的是调查在基于模拟的培训中，引导者如何在模拟总结阶段将护生的错误作为学习资源来处理和利用。引导者负责在总结阶段提高学生对自身表现的认识，并促进他们对自己的表现进行反思，包括令人满意的行为和表现差距。关于引导者在总结阶段工作的研究突出了各种挑战，例如在新手学生中营造一个安全且具有建设性的氛围，同时教授他们正确的程序、方法以及护理实践知识，以使他们成为专业护士。关于引导者如何将学生的错误作为学习资源来处理、应对和利用的研究较少。因此，本研究调查了引导者在基于模拟的培训中，当学生犯错时提供反馈的假设。方法：对来自挪威三所大学的九名经验丰富的引导者进行了个人半结构化访谈。数据依据主题分析（TA）原则进行分析。
引导者对模拟和总结作为学习过程有不同的假设。这些差异在他们对基于模拟的培训中，当学生犯错时如何向学生提供反馈的描述中很明显。
引导者关于其做法的陈述反映了他们关于如何将模拟活动作为有意义学习资源的假设，包括在总结讨论中如何将学生的错误作为学习机会。因此，这些关于学习的假设为将基于模拟的培训作为专业教育工具这一模糊且复杂的实践提供了有价值的见解。
