护理专业学生姑息治疗中参与者高保真模拟的评估:一项混合方法研究。

Eva Abad-Corpa , Juan Francisco Guillén-Ríos , María del Mar Pastor-Bravo , Ismael Jiménez-Ruiz
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引用次数: 0

摘要

目标:最有效的训练方法是体验式的,包括那些专注于体验和情绪的训练方法。临床模拟,尤其是高保真模拟,是获得姑息治疗等护理能力的最有效方法之一。演员模拟可以培训未来的医疗科学专业人员:技术、智力或人际交往技能。目的是评估演员高保真模拟作为护理学生姑息治疗培训的工具。方法:在西班牙南部的一所护理学院对护理专业的学生进行了为期三年的研究。采用三个时刻的顺序解释设计进行了混合方法研究:1)单组的准实验研究(n = 12) 在与参与者一起参加临床模拟姑息治疗课程以评估沟通技能(CICAA量表)前后,2)临床模拟后的现象学视角的定性研究(174名反思性学生的叙述),3)一年后的横断面观察性研究,评估知识和技能向临床实践的转移(71名学生)。结果:在临床模拟中与参与者互动的学生提高了他们的沟通技能,并有能力与临终患者及其家人建立有效的帮助关系。学生们认为临床模拟是一种创新的学习方法,有助于鼓励他们在临床实习期间反思和转移学习。结论:建议将主动学习方法的使用标准化,以更好地获得横向技能,如姑息治疗中的沟通技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Assessment of high fidelity simulation with actors in palliative care in nursing students: a mixed methods study

Objective

The most effective training methods are experiential, including those focused on experiences and emotions. Clinical simulation, especially high-fidelity simulation, is one of the most effective methodologies for the acquisition of competencies in care like palliative care. The simulation with actors can train future healthcare science professionals: in technical, intellectual, or interpersonal skills. The objective is to evaluate high-fidelity simulation with actors as a tool in palliative care training for nursing students.

Method

Over three years, the study was conducted in a Faculty of Nursing of the south of Spain with nursing students. A mixed methods study with sequential explanatory design in three moments was conducted: (1) Quasi-experimental study in a single group (n = 12) before and after attending the palliative care course with Clinical Simulation with actors to assess the communication skills (CICAA scale), (2) Qualitative study with phenomenological perspective after Clinical Simulation (174 reflective students’ narratives), (3) Cross-sectional observational study, one year later, to assess the transfer of knowledge and skills to the clinical practice (71 students).

Results

Students who interacted with actors in Clinical Simulation improved their communication skills and the ability to establish an effective helping relationship with both end-of-life patients and their families. The students perceived the Clinical Simulation as an innovative learning methodology that is useful to encourage reflection and transfer of learning during their clinical internship.

Conclusions

Standardization of the use of active learning methodologies is recommended for a better acquisition of transversal skills such as communication skills in palliative care.

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