护生模拟情绪：质性个案研究

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing Pub Date : 2025-03-05 DOI:10.1016/j.ecns.2025.101701

Virpi Salo MSc, MA , Pauliina Rikala PhD , Katja Vähäsantanen PhD , Raija Hämäläinen PhD

{"title":"护生模拟情绪：质性个案研究","authors":"Virpi Salo MSc, MA , Pauliina Rikala PhD , Katja Vähäsantanen PhD , Raija Hämäläinen PhD","doi":"10.1016/j.ecns.2025.101701","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Simulation-based education (SBE) can provide a realistic clinical learning environment to enhance knowledge and self-confidence. Simulation exercises can cause many emotions, but the interaction between emotions and simulation-based learning is not yet fully understood.</div></div><div><h3>Method</h3><div>Data from day-long simulation events were collected from online written material (diaries and online chats) produced by undergraduate nursing students (<em>N</em> = 56) who were studying at a Finnish university of applied sciences. From autumn 2020 to spring 2022, there were a total of 10 simulation days with 2–4 scenarios per simulation day for a total of 32 scenarios. The datasets were analyzed via thematic analysis.</div></div><div><h3>Results</h3><div>The simulation process evoked a mix of pleasant and unpleasant emotions among the students. However, unpleasant emotions like stress, tension, anxiety, and others seemed to outweigh the pleasant ones, such as calmness and enthusiasm.</div></div><div><h3>Conclusions</h3><div>This research has important implications for the field of nursing education. Recognizing and addressing students' emotions can lead to more effective instruction and increased satisfaction in simulation-based education. Our findings suggest that emotional awareness can potentially transform the educational experience for nursing students.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"101 ","pages":"Article 101701"},"PeriodicalIF":2.5000,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Emotions in nursing students’ simulations: A qualitative case study\",\"authors\":\"Virpi Salo MSc, MA , Pauliina Rikala PhD , Katja Vähäsantanen PhD , Raija Hämäläinen PhD\",\"doi\":\"10.1016/j.ecns.2025.101701\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>Simulation-based education (SBE) can provide a realistic clinical learning environment to enhance knowledge and self-confidence. Simulation exercises can cause many emotions, but the interaction between emotions and simulation-based learning is not yet fully understood.</div></div><div><h3>Method</h3><div>Data from day-long simulation events were collected from online written material (diaries and online chats) produced by undergraduate nursing students (<em>N</em> = 56) who were studying at a Finnish university of applied sciences. From autumn 2020 to spring 2022, there were a total of 10 simulation days with 2–4 scenarios per simulation day for a total of 32 scenarios. The datasets were analyzed via thematic analysis.</div></div><div><h3>Results</h3><div>The simulation process evoked a mix of pleasant and unpleasant emotions among the students. However, unpleasant emotions like stress, tension, anxiety, and others seemed to outweigh the pleasant ones, such as calmness and enthusiasm.</div></div><div><h3>Conclusions</h3><div>This research has important implications for the field of nursing education. Recognizing and addressing students' emotions can lead to more effective instruction and increased satisfaction in simulation-based education. Our findings suggest that emotional awareness can potentially transform the educational experience for nursing students.</div></div>\",\"PeriodicalId\":48753,\"journal\":{\"name\":\"Clinical Simulation in Nursing\",\"volume\":\"101 \",\"pages\":\"Article 101701\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2025-03-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical Simulation in Nursing\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1876139925000180\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Simulation in Nursing","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1876139925000180","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

摘要

背景模拟教学（SBE）可以提供一个真实的临床学习环境，以增强知识和自信心。模拟练习可以引起许多情绪，但情绪和基于模拟的学习之间的相互作用尚未完全理解。方法从芬兰一所应用科学大学护理本科学生（N = 56）的在线书面材料（日记和在线聊天）中收集为期一天的模拟事件数据。从2020年秋季到2022年春季，共10个模拟日，每个模拟日2-4个场景，共32个场景。通过主题分析对数据集进行分析。结果模拟过程在学生中引起了愉快和不愉快的混合情绪。然而，压力、紧张、焦虑等令人不快的情绪似乎超过了平静和热情等令人愉快的情绪。结论本研究对护理教育领域具有重要意义。在模拟教学中，认识和处理学生的情绪可以使教学更有效，提高满意度。我们的研究结果表明，情绪意识可以潜在地改变护理学生的教育体验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Emotions in nursing students’ simulations: A qualitative case study

Background

Simulation-based education (SBE) can provide a realistic clinical learning environment to enhance knowledge and self-confidence. Simulation exercises can cause many emotions, but the interaction between emotions and simulation-based learning is not yet fully understood.

Method

Data from day-long simulation events were collected from online written material (diaries and online chats) produced by undergraduate nursing students (N = 56) who were studying at a Finnish university of applied sciences. From autumn 2020 to spring 2022, there were a total of 10 simulation days with 2–4 scenarios per simulation day for a total of 32 scenarios. The datasets were analyzed via thematic analysis.

Results

The simulation process evoked a mix of pleasant and unpleasant emotions among the students. However, unpleasant emotions like stress, tension, anxiety, and others seemed to outweigh the pleasant ones, such as calmness and enthusiasm.

Conclusions

This research has important implications for the field of nursing education. Recognizing and addressing students' emotions can lead to more effective instruction and increased satisfaction in simulation-based education. Our findings suggest that emotional awareness can potentially transform the educational experience for nursing students.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Clinical Simulation in Nursing NURSING-

CiteScore

5.50

自引率

15.40%

发文量

107

期刊介绍： Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation. We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria: Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation Innovative teaching/learning strategies using simulation Articles updating guidelines, regulations, and legislative policies that impact simulation Leadership for simulation Simulation operations Clinical and academic uses of simulation.