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The art of balancing: the facilitator's role in briefing in simulation-based learning from the perspective of nursing students - a qualitative study.

ABSTRACT: Background:Facilitators plays a key role in nursing student's learning when briefing them for simulation scenarios. However, few studies have explored the importance of the facilitator's role in preparing students from the students' perspective. The aim of this study was to explore undergraduate nursing students' perspectives of the facilitator's role in briefing. Methods:An explorative, qualitative approach was used. Four focus group interviews with a total of 30 nursing students constituted the data source. Data collection took place in December 2017 and in May 2018. The data was analysed using systematic text condensation. Results:Two main categories were identified: "The importance of framing the subsequent scenario" and "The importance of instructing students how to execute nursing actions in the subsequent scenario". The first category consisted of three subcategories: providing predictability, providing emotional support and providing challenges. The second main category also consisted of three subcategories: providing information about medical and technical equipment, providing a demonstration of the monitor and providing a demonstration of the manikin. Conclusion:A briefing is more than a general introduction to a simulation scenario, learning objectives, roles, simulation environment and medical equipment. The information provided in a briefing is important for nursing students' understanding of what they will encounter in the simulation scenario and what is being simulated, as well as possibly being a prerequisite for mastery. The facilitator's role in the briefing is complex and requires a high level of educational expertise to balance the diversity of students' learning approaches. Students have to learn how to simulate before the briefing. Therefore, we suggest separating the concepts of prebriefing and presimulation from the concept of briefing, introducing prebriefing and presimulation preparation before briefing, and possibly dividing students into groups based on their learning approach. Such interventions will make it possible for facilitators to balance between students' needs and the time available for briefing. Supplementary information:Supplementary information accompanies this paper at 10.1186/s12912-020-00493-z.

SUBMITTER: Solli H

PROVIDER: S-EPMC7579795 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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The art of balancing: the facilitator's role in briefing in simulation-based learning from the perspective of nursing students - a qualitative study.

Solli Hilde H Haukedal Thor Arne TA Husebø Sissel Eikeland SE Reierson Inger Åse IÅ

BMC nursing 20201022

<h4>Background</h4>Facilitators plays a key role in nursing student's learning when briefing them for simulation scenarios. However, few studies have explored the importance of the facilitator's role in preparing students from the students' perspective. The aim of this study was to explore undergraduate nursing students' perspectives of the facilitator's role in briefing.<h4>Methods</h4>An explorative, qualitative approach was used. Four focus group interviews with a total of 30 nursing students ...[more]

PMID: 33100906

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Project description:BackgroundEmploying postgraduate students as Teaching Assistants (TA) has become a common practice in many higher education institutions and is part of a growing international trend for professional practice.ObjectiveThis study aimed to determine the barriers and facilitators to fulfilling the teaching assistant role from nursing students' perspective.MethodologyThis qualitative-descriptive study was conducted in 2022 on teaching assistants in the Faculty of Nursing and Midwifery of Tehran University of Medical Sciences. 13 teaching assistants were selected by targeted sampling method with maximum variation. The inclusion criteria were 2nd-semester postgraduate nursing students and above, having experience as a teaching assistant, and willing to participate in the research. Data were collected through semi-structured individual interviews for 45 to 60 min until saturation was reached. Data analysis was done manually and using the framework analysis method with steps: Familiarization, Identifying a thematic framework, indexing, Charting, data synthesis, mapping, and interpretation. The trustworthiness of the study data was determined with the Lincoln and Guba criteria.ResultsBarriers to fulfilling the TAs' role were divided into three main categories with nine subcategories: (1) Not accepting the teaching assistant as a clinical instructor (2) not being prepared to accept the TA role, and (3) improper planning of the TA plan. Facilitators are divided into two main categories with five subcategories: (1) internal motivation, and (2) empowering TAs.ConclusionTo facilitate management processes in the field of education and to achieve educational goals, including improving the quality of education and better learning, planning and compiling instructions to create written job descriptions for teacher assistants should be done, also, with careful planning, steps should be taken to scientifically employ capable teacher assistants as young and motivated forces in education processes.

Project description:BackgroundIn advanced clinical learning labs on campus, high-fidelity simulation has become an essential educational approach in the Bachelor of Nursing Education programme. However, simulation while in clinical placement, in situ, is rarely used in Bachelor of Nursing Education. The aim of the present study was to explore how in situ simulation training at a surgical hospital ward, according to Bachelor of Nursing students, influenced their learning and development process.MethodsA qualitative descriptive study was conducted. Data were collected through individual interviews with a sample of 21 s-year Bachelor of Nursing students who completed 40 in situ simulations during their eight-week clinical placement at a Norwegian University Hospital. Data were analysed using inductive content analysis.ResultsThe data analysis generated six subcategories constituting two descriptive categories: building professional confidence and internalising nursing knowledge. Although the students found in situ simulation stressful and uncomfortable for being assessed by student peers, the teacher and preceptor, the process of managing clinical situations in simulation helped build professional confidence. What the students had learned in the simulation was directly transferable to real clinical situations because they were in the hospital setting. The simulation sessions enabled them to connect theoretical knowledge and clinical skills. They could test their skills in a safe environment, performing procedures that made them aware of how their knowledge could be used in real life.ConclusionAccording to the Bachelor of Nursing students' own experiences, in situ simulation supported the students' learning process, connected theory and practice and contributed to developing confidence in the performance of clinical skills. Including simulation in clinical practice could prove to be an effective way of teaching and learning clinical skills in nursing regarding resources and learning outcomes.

Project description:IntroductionHigh-fidelity simulation (HFS) can bridge the gap between theoretical knowledge and nursing practice and improve safety and quality of patient care in baccalaureate nursing education. Although inconsistent assessment instruments or lack of high-quality research designs affect the strength of the evidence and limit the generalisability of the results, quantitative studies generally demonstrate the effectiveness of HFS in baccalaureate nursing education. Synthesis of the existing evidence of baccalaureate nursing students' experiences with HFS is crucial for the improvement and revision of simulation design and teaching.Methods and analysisA comprehensive search for qualitative studies on baccalaureate nursing students' experiences with HFS will be conducted in the following databases: PubMed, Embase, CINAHL, ProQuest, Web of Science, PsycINFO, the Cochrane library, China Biology Medicine disc, China National Knowledge Infrastructure and VIP Database for Chinese Technical Periodicals. This review considered studies reported in English or Chinese, and studies that were conducted between January 2000 and December 2019 in view of the launch of International Nursing Association for Clinical Simulation and Learning. The literature search will be conducted by two independent reviewers, and any disagreement will be adjudicated by discussion or with a third reviewer. The two independent reviewers will use the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Qualitative Research to assess the methodological validity, following which the JBI standardised data extraction tools will be used to extract relevant data. The JBI meta-aggregation method will be subsequently used to synthesise the data, eventually forming themes, categories and synthesised findings. The final synthesised findings will establish confidence levels based on the JBI ConQual approach.Ethics and disseminationThis review does not require formal ethical review since it is based on available published literature. Findings will be disseminated through publication in a peer-reviewed journal, and, if possible, presented in scientific conferences.

Project description:BackgroundIn the national education plan for Bachelor of Nursing in Norway, it is emphasized that focus areas for practical studies must include experience related to paediatric nursing. However, given the paucity of children's wards in Norwegian hospitals, few students are offered this. The purpose of this study is to explore undergraduate nursing student's perception of using simulation as a learning method to obtain knowledge and skills in delivering quality healthcare to children and their parents in emergencies.MethodA total of 36 students participated in focus groups. The students were asked to reflect on their learning outcomes regarding the educational method during the simulation. In addition, the students were encouraged to discuss whether this pedagogical method was useful in preparing them to deal with critical medical situations in relation to children and their parents. The interviews were transcribed and analyzed using qualitative content analysis.ResultsThree subjects emerged from the analysis. The first, simulation as an educational method, showed that the students thought that simulation gave a greater degree of realism and seriousness than other learning activities. The second subject, preparedness for later practice, showed that the students perceived simulation as one of the ways in which they were best prepared for the profession as a nurse. The students emphasized the benefit of having concentrated on children and their parents. The third subject, stress and leadership, showed that simulation as a method was stressful to most students, and lack of knowledge and anxiety about conducting other students kept them from taking the lead. However, the students experienced that they learned a lot about themselves and how they appear as nurses.ConclusionThe bachelor-level student nurses experienced simulation as a realistic and effective educational method for gaining knowledge in the critical healthcare of children and their parents. Simulation made them reflect on a nurse's area of responsibility in emergencies. When offered practical experience in children's wards, the use of simulation as a didactic method may help students develop sufficient competence to act appropriately and expediently in critical paediatric nursing settings.Trial registrationThe study (number 52776) was approved by the Norwegian Centre for Research Data.

Project description:IntroductionEuropean societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds.Materials and methodsA phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5-7 students took place at the participants' respective universities in Spain, Belgium, Turkey and Portugal.Results5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants' concept of culture; ethnocentricity emerged as a frequent element in the students' discourse. Theme 2, personal awareness, integrates the students' self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants' perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants' learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice.ConclusionThe participants' perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

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The art of balancing: the facilitator's role in briefing in simulation-based learning from the perspective of nursing students - a qualitative study.

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The art of balancing: the facilitator's role in briefing in simulation-based learning from the perspective of nursing students - a qualitative study.

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