Sjöberg Carina, Jildenstål Pether, Ringdal Mona, Amorøe Torben Nordahl, Sjöstedt Viktoria, Cederwall Carl-Johan
Department of Medicine & Health Sciences, Lund University, Sölvegatan 19 Hus E plan 15 Box 117, Lund, 223 62, Sweden.
Department of Anaesthesiology, Surgery and Intensive Care, Sahlgrenska University Hospital, Goteborg, Sweden.
BMC Nurs. 2025 Jul 1;24(1):816. doi: 10.1186/s12912-025-03336-x.
Simulation-based learning is used to educate students in anaesthetics and critical care. At the postgraduate level, the aim is to foster an understanding of the connection between theory and practice and prepare nurses for the clinical environment. In this context, we created a new wherein we integrated simulation-based learning with clinical learning activities e.g. before start of clinical practice, during and after end of clinical practice. The postgraduate nurses were educated and instructed by university teachers from the postgraduate program and clinical active tutors, critical care nurses and registered nurse anaesthetists from the simulation center. This study aimed to explore the experiences of postgraduate nurses with simulation-based learning and its impact on their overall learning outcomes.
This is a descriptive qualitative interview study with a purposeful sample of postgraduate nurses with experience with simulation-based learning during clinical practice. The data were analysed using inductive and thematic analysis.
We identified two themes 'pros of simulation-based learning' and 'cons of simulation- based learning' describing opportunities and obstacles related to the postgraduate nurses' experience of simulation-based learning. 'Pros of simulation-based learning' included the subthemes 'learning through scenarios facilitates preparedness for clinical practice,' 'learning via reflection gives you time to think over your actions' and 'Learning from tutors is valuable and highly regarded 'Cons of simulation based learning' included the subthemes 'it is difficult to accept the simulation situation and environment, 'the design of the scenarios and technical conditions constitutes a barrier' and 'Unfamiliar groups interfere with learning.
This study shows that simulation-based learning activities promoted postgraduate nurses learning especially later in the education. Competence required for critical care nurses and registered nurse anesthetists is situational and competence specific, theoretical background and clinical experience are therefore required to promote progression in learning.
基于模拟的学习用于麻醉学和重症监护领域的学生教育。在研究生阶段，其目的是促进对理论与实践之间联系的理解，并让护士为临床环境做好准备。在此背景下，我们创建了一种新的模式，将基于模拟的学习与临床学习活动相结合，例如在临床实践开始前、实践期间和实践结束后。研究生护士由研究生项目的大学教师以及来自模拟中心的临床在职导师、重症监护护士和注册麻醉护士进行教育和指导。本研究旨在探索研究生护士基于模拟学习的体验及其对他们整体学习成果的影响。
这是一项描述性定性访谈研究，对在临床实践中有基于模拟学习经验的研究生护士进行了有目的抽样。数据采用归纳和主题分析。
我们确定了两个主题，即“基于模拟学习的优点”和“基于模拟学习的缺点”，描述了与研究生护士基于模拟学习体验相关的机会和障碍。“基于模拟学习的优点”包括子主题“通过情景学习有助于为临床实践做好准备”、“通过反思学习让你有时间思考自己的行为”以及“向导师学习很有价值且备受重视”。“基于模拟学习的缺点”包括子主题“难以接受模拟情境和环境”、“情景设计和技术条件构成障碍”以及“不熟悉的小组干扰学习”。
本研究表明，基于模拟的学习活动促进了研究生护士的学习，尤其是在教育后期。重症监护护士和注册麻醉护士所需的能力是情境性和特定能力的，因此需要理论背景和临床经验来促进学习的进步。
