模拟作为监督课程中的一种方法,助产士和专业护士的经验:一种定性研究
Synnøve Mari Eidsvik Folkvord1, Ida Helene Mykkeltveit1, Eva Christina Furskog Risa1
1Faculty of Health Science University of Stavanger, P.O Box 8600, Stavanger N-4038, Norway.
在学生监督课程中的跨专业模拟提高了监督者的关系理解和对学生需求的注意力. 虽然有价值,但一些主管发现模拟沟通角色具有挑战性,强调需要承认各种学习经验.
科学领域:
- 医疗保健教育卫生保健教育
- 专业发展专业发展
- 基于模拟的学习学习
背景情况:
- 学生与导师的关系对于有效的临床学习至关重要.
- 监事需要提高技能来支持学生在临床实习.
- 一个跨专业的监督课程包括模拟来加强监督角色.
研究的目的:
- 在学生监督课程中探索跨专业监督员在模拟方面的经验.
- 了解模拟如何影响导师对学生学习和关系的观点.
- 确定在监督员培训中使用模拟的挑战和好处.
主要方法:
- 使用焦点小组和书面反思的定性探索性设计.
- 从9名试点后参与者和10名课程修订后参与者收集的数据,以及分别80名和43名书面反思.
- 布劳恩和克拉克的专题分析被用于数据分析.
主要成果:
- 专业间模拟扩大了监督员对学生-监督员关系的观点,增强了关系理解和沟通意识.
- 模拟创造了现实主义,提高了监督者通过感官激活来满足学生需求的能力.
- 参与者发现模拟监督角色具有挑战性,有些人更喜欢观察而不是积极参与沟通场景.
结论:
- 模拟对于提高监督人员对其对学生学习和关系动态的影响的意识有价值.
- 与模拟参与一起的反射观察可以提高学习成果.
- 模拟可以提高监督质量,但必须认识到个体经验和潜在的学习障碍.
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