Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence.
Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence.
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DOI：
10.11124/jbisrir-2016-003147
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发表时间：
2017-11-01
期刊：
影响因子：
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通讯作者：
Butcher, Diane
中科院分区：
文献类型：
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作者：
MacKinnon, Karen;Marcellus, Lenora;Butcher, Diane
背景：虽然母婴保健是初级卫生保健的支柱，但全球范围内缺乏母婴保健提供者。护理教育工作者很难为本科生提供母婴学习经验，原因有很多。模拟有可能在临床和课堂环境中补充学习。目的：本研究的目的是明确护理本科生和护理教育工作者开展母婴模拟学习的适当性和意义，为护理本科生和教育工作者提供课程决策依据。审查问题包括：纳入标准参与者类型：注册前或执照前或本科护理或健康专业学生和教育工作者。感兴趣的现象：在与母婴护理相关的教育环境中模拟的经验。研究类型：定性研究和使用定性方法的教育评估。内容：北美、欧洲、澳大利亚和新西兰。搜索策略：三步搜索策略，确定2000年至2016年4月发表的英文研究。方法：质量：至少两名独立审查人检索符合纳入标准的已确定研究，并使用Joanna Briggs Institute定性评估和审查工具(BJI-Qari)对其进行严格评估。总体而言，纳入研究的方法学质量较低。数据提取：定性研究由两个独立的评价者使用JBI-Qari数据提取工具提取。数据综合：根据意义上的相似性对研究结果进行汇总和分类。结果：19篇研究共22篇文献纳入综述。从纳入的文章中提取了112项研究结果。调查结果被分成15个类别，这些类别是根据意义的相似性创建的。这些类别的整合产生了三个综合发现。综合发现1学生经历了模拟学习经历(SLE)作为准备，增强了他们在实践中的信心。当模拟被用于评估目的时，许多学生对二语习得感到焦虑。综合发现2种被认为是适当和有意义的教学实践包括：现实的、相关的和吸引人的情景、安全的无威胁的学习环境、全程支持性指导以及与课程的整合。综合发现了将二语习得融入母婴教育的3个障碍和推动因素，包括充足的资源、技术支持和教师发展。学生和教育工作者认识到，有些事情，比如建立关系，是无法模拟的。结论：学生们认为，模拟通过建立与频繁和罕见的母子情景有关的自信，为他们的练习做好了准备。具体的教学要素支持模拟对学生学习的意义。资源的存在或缺乏影响了教育工作者将模拟活动纳入整个课程的能力。
BACKGROUND: Although maternal-child care is a pillar of primary health care, there is a global shortage of maternal-child health care providers. Nurse educators experience difficulties providing undergraduate students with maternal-child learning experiences for a number of reasons. Simulation has the potential to complement learning in clinical and classroom settings. Although systematic reviews of simulation are available, no systematic reviews of qualitative evidence related to maternal-child simulation-based learning (SBL) for undergraduate nursing students and/or educators have been located.OBJECTIVES: The aim of this systematic review was to identify the appropriateness and meaningfulness of maternal-child simulation-based learning for undergraduate nursing students and nursing educators in educational settings to inform curriculum decision-making. The review questions are: INCLUSION CRITERIA TYPES OF PARTICIPANTS: Pre-registration or pre-licensure or undergraduate nursing or health professional students and educators.PHENOMENA OF INTEREST: Experiences of simulation in an educational setting with a focus relevant to maternal child nursing.TYPES OF STUDIES: Qualitative research and educational evaluation using qualitative methods.CONTEXT: North America, Europe, Australia and New Zealand.SEARCH STRATEGY: A three-step search strategy identified published studies in the English language from 2000 until April 2016.METHODOLOGICAL QUALITY: Identified studies that met the inclusion criteria were retrieved and critically appraised using the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI) by at least two independent reviewers. Overall the methodological quality of the included studies was low.DATA EXTRACTION: Qualitative findings were extracted by two independent reviewers using JBI-QARI data extraction tools.DATA SYNTHESIS: Findings were aggregated and categorized on the basis of similarity in meaning. Categories were subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings.RESULTS: Twenty-two articles from 19 studies were included in the review. A total of 112 findings were extracted from the included articles. Findings were grouped into 15 categories created on the basis of similarity of meaning. Meta-synthesis of these categories generated three synthesized findings.Synthesized finding 1 Students experienced simulated learning experiences (SLE) as preparation that enhanced their confidence in practice. When simulation was being used for evaluation purposes many students experienced anxiety about the SLE.Synthesized finding 2 Pedagogical practices thought to be appropriate and meaningful included: realistic, relevant and engaging scenarios, a safe non-threatening learning environment, supportive guidance throughout the process, and integration with curriculum.Synthesized finding 3 Barriers and enablers to incorporating SLEs into maternal child education were identified including adequate resources, technological support and faculty development. Students and educators recognized that some things, such as relationship building, could not be simulated.CONCLUSIONS: Students felt that simulation prepared them for practice through building their self-confidence related to frequently and infrequently seen maternal-child scenarios. Specific pedagogical elements support the meaningfulness of the simulation for student learning. The presence or absence of resources impacts the capacity of educators to integrate simulation activities throughout curricula.