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探索注册后护理学生对同行引导模拟的感知和学习经验:一种定性研究.
Fang Huang1, Karen Lai See Tham1, Emily Wai Yee Kwan1
1School of Health and Social Sciences, Nanyang Polytechnic, Singapore.
同行主导模拟 (PLS) 通过允许学生设计和促进场景,提高临床能力来增强护理教育. 这种方法促进了动态的学习环境,通过揭示学生的需求,教育工作者受益.
科学领域:
- 护理教育 护理教育
- 基于模拟的学习
- 在注册后的护理工作
背景情况:
- 传统的导师带领模拟 (ILS) 主导护理教育.
- 同行主导模拟 (PLS) 通过让学生参与场景设计和促进提供了一个替代方案.
- 有限的研究存在于ILS和PLS联合在注册后的护理学生的有效性.
研究的目的:
- 调查影响注册后护理学生学习体验的因素.
- 探索学生对同行带领模拟 (PLS) 作为教学策略的看法.
- 确定将PLS整合到护理课程中的好处和挑战.
主要方法:
- 从2022年10月到2023年4月进行的定性研究.
- 参与者:20名在高级文凭 (Peri-麻醉) 课程的注册后护理学生.
- 数据收集:以德尔菲验证问题为指导,与16名参与者进行了三次半结构化焦点小组讨论 (FGD).
主要成果:
- 专题分析确定了四个关键主题:学习之旅,推动者,障碍物和感知的好处.
- 一个重要的推动因素是学生在情景开发中应用基于证据的实践 (EBP) 原则.
- 学习者欣赏了在自己设计的场景中实现概念忠实性的能力.
结论:
- 同行领导的模拟 (PLS) 对于在护理教育中创造动态的学习环境至关重要.
- 学生参与的场景设计和促进增强了对概念和临床技能的理解.
- PLS为教育工作者提供了有价值的见解,以改进教学策略和改善教育成果.
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