挑战，机遇和组织准备模拟为基础的教育在预注册护理：一项全国调查在英国

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-09-22 DOI:10.1016/j.nedt.2025.106881

Naim Abdulmohdi, Mary Edmonds, Louise Prothero, Siân Shaw, Catherine Meads

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引用次数: 0

摘要

基于背景模拟的教育（SBE）促进了能力的发展，扩大了临床实习能力。然而，基于模拟的教育的利用不足通常归因于缺乏组织准备。目的：了解组织对SBE的准备程度以及影响其在英国注册前护士教育中的整合和使用的因素。方法采用自我报告的横断面调查方法，对在英国开设预注册护理课程的卫生院长委员会（CoDH）成员大学进行调查。使用模拟文化组织准备调查（SCORS），定量数据分析了员工对SBE的信心、使用情况和组织准备情况，而定性数据探讨了护士教育中SBE的挑战和好处。数据收集于2022年12月至2023年2月。结果共有60所高校完成调查，回复率为69%。研究发现，低保真度模拟的可信度和使用率较高，而高保真度、虚拟现实和增强现实模拟的可信度和使用率较低。SCORS得分表明，英国企业对SBE的准备程度中等，48%的企业对SBE的准备程度很高。在置信度、SCORS评分和模拟模式的使用之间发现了显著的正相关。挑战包括资源不足、员工熟练程度、数字技能和领导支持。这些好处突出了SBE在提高临床技能、跨专业教育和临床教育能力建设方面的作用。关注员工的发展，特别是数字和模拟技能的发展，对于优化辅导员为SBE做好准备至关重要。组织准备还需要在资源可用性等领域进一步发展，并需要领导参与。了解挑战，制定有针对性的解决方案，并参与战略规划是至关重要的。解决这些因素将提高SBE的采用和可持续性，最终提高学生的临床能力，准备和临床安置能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Challenges, opportunities, and organisational readiness for simulation-based education in pre-registration nursing: A national survey across the United Kingdom

Background

Simulation-based education (SBE) fosters the development of competencies and expands clinical placement capacity. However, the underutilisation of simulation-based education is often attributed to a lack of organisational readiness. Aim: To understand organisational readiness for SBE and factors affecting its integration and use in pre-registration nurse education in the UK.

Methods

A self-report cross-sectional survey was conducted among universities that are members of the Council of Deans of Health (CoDH) and offer pre-registration nursing courses in the UK. Quantitative data were analysed for staff confidence, usage, and organisational readiness for SBE using the Simulation Culture Organisational Readiness Survey (SCORS), while qualitative data explored challenges and benefits of SBE in nurse education. Data were collected between December 2022 and February 2023.

Results

Sixty universities completed the survey, resulting in a 69 % response rate. The study found high confidence and usage levels for low-fidelity simulations, while highfidelity, virtual reality, and augmented reality simulations showed lower confidence and utilisation. SCORS scores indicated moderate organisational readiness for SBE in the UK, with 48 % of organisations being highly ready. Significant positive correlations were found between confidence, SCORS scores, and simulation modality usage. Challenges included inadequate resources, staff proficiency, digital skills, and leadership support. The benefits highlighted SBE's role in enhancing clinical skills, interprofessional education, and building capacity for clinical education.

Conclusion

Focusing on staff development, particularly in digital and simulation skills, is essential to optimise facilitators' readiness for SBE. Organisational readiness also requires further development in areas such as resource availability and necessitates leadership engagement. Understanding the challenges, developing targeted solutions, and engaging in strategic planning are vital. Addressing these factors would enhance SBE adoption and sustainability, ultimately improving students' clinical competency, preparedness, and clinical placement capacity.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.