在高强度的专业间模拟活动期间,促进所有参与者的心理安全.
Elizabeth A Greene1, Janice K Williams, Robin M Nicholson
1From the Department of Psychiatry (E.A.G., K.D.K., D.M.B.) and Graduate School of Nursing (N.I.B., N.M.), Uniformed Services University of the Health Sciences, Bethesda, MD; Bowie State University, Bowie, MD (J.K.W.); Henry Jackson Foundation, Bethesda, MD (R.M.N.); Georgetown University School of Nursing, Washington, DC (K.P.).
概括
针对强烈的医疗场景的医疗模拟培训是有效的,但可能会引起痛苦. 确保心理安全对于学习者来说至关重要,他们可以练习基本技能而不害怕羞耻,使他们能够有效地承认和管理痛苦.
科学领域:
- 医学教育 医学教育
- 医疗保健模拟器 医疗保健模拟器
- 心理安全 心理安全
背景情况:
- 模拟是医疗保健学习者练习高强度,低频度医疗场景的宝贵工具.
- 这些高风险的模拟可以在参与者中引起显著的情绪痛苦.
- 掌握这些技能对于有效提供医疗保健至关重要.
研究的目的:
- 突出心理安全在医疗保健模拟中的重要性.
- 描述在特定高强度模拟课程期间促进心理安全的机构程序.
- 为其他实施类似培训的机构提供榜样.
主要方法:
- 该研究侧重于在性侵犯的评估和管理课程中实施的程序.
- 重点是创建一个环境,让参与者感到安全,免受羞耻.
- 鼓励学习者承认困难,并获得技能掌握的支持.
主要成果:
- 在高强度模拟中,心理安全对于有效学习至关重要.
- 可以实施特定的程序,以促进安全的学习环境.
- 学习者需要对羞耻感的保证和获得支持.
结论:
- 模拟是一种有效的教育方法,用于挑战医疗场景.
- 心理安全对于学习者练习和掌握关键技能至关重要.
- 机构应考虑实施结构化程序,以确保医疗模拟中的心理安全.
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