导航专业身份:护理教师作为嵌入式模拟参与者在医学学生模拟中
Shelley Walker1, Eve Purdy2,3, Helen Houghton4
1Faculty of Health Science and Medicine, Bond University, Gold Coast, QLD, 4226, Australia. swalker@bond.edu.au.
Advances in simulation (London, England)
|May 14, 2025
概括
在跨专业模拟中,作为嵌入模拟参与者 (ESP) 的护理学院面临角色复杂性. 了解和支持他们的专业身份是有效的基于模拟的教育和改善团队合作成果的关键.
科学领域:
- 医学教育 医学教育
- 护理教育 护理教育
- 基于模拟的学习
背景情况:
- 护理教师经常作为嵌入式模拟参与者 (ESP) 在跨专业的模拟.
- 在教育工作者,护士和角色扮演者身份之间取得平衡,对于ESP来说是一个挑战.
- 导航这些角色复杂性的指导是教师发展所需的.
研究的目的:
- 探索护士在医学学生基于模拟的教育中作为ESP工作的经验.
- 了解护士如何处理ESP角色描绘的紧张和复杂性.
主要方法:
- 描述性的现象学方法.
- 与9名作为ESP工作的护士进行半结构化采访.
- 使用布劳恩和克拉克的六阶段方法对采访数据进行主题分析.
主要成果:
- 出现了五个关键主题:角色复杂性,角色描绘中的影响和紧张,判断力和灵活性,感知到的跨专业成果以及个人/专业影响.
- 角色扮演是复杂的,受到各种因素的影响,需要灵活性.
- ESP感知到积极的专业间成果,并经历了个人/专业影响.
结论:
- 对ESP护士的角色描述是一项微妙而复杂的任务.
- 精心策划和反思的角色描绘增强了医学学生对跨专业团队合作和护理角色的理解.
- 建议故意招聘,培训和支持教师在模拟程序中担任ESP.
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