Nursing students’ perspectives on the operator portraying the patient in simulation

Reierson, Inger Åse; Haukedal, Thor Arne; Husebø, Sissel Iren Eikeland; Solli, Hilde

doi:10.1016/j.teln.2024.04.016

Teaching and Learning in Nursing

2024

DOI: 10.1016/j.teln.2024.04.016

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Nursing students’ perspectives on the operator portraying the patient in simulation

Inger Åse Reierson,

Thor Arne Haukedal,

Sissel Iren Eikeland Husebø

et al.

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2024

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Post-simulation debriefing as a stepping stone to self-reflection and increased awareness — a qualitative study

Husebø,

Reierson,

Hansen

et al. 2024

Adv Simul

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Background The voice of the students should be engaged in simulation curriculum development. Involving the students in the development of debriefing strategies might result in a deeper understanding of learning. However, few studies have investigated the students’ perspectives on debriefing strategies. The aim of the study was to explore nursing students’ perspectives on the post-simulation debriefing. Methods An explorative, descriptive design with a qualitative approach was used. Data were collected in December 2017 and May 2018 through focus group interviews with undergraduate nursing students in Norway immediately after a 2-day high-fidelity simulation course in the second year of their Bachelor of Nursing degree. Data were analysed using systematic text condensation. Results Thirty-two nursing students participated in the study. The data analysis identified two main categories. The category ‘Facilitator as a catalyst for reflection’ illustrated the facilitator’s multifaceted and vital role in initiating and guiding the students’ reflection process in the debriefing. The category ‘A process towards increased awareness’ encompasses the students’ guided process of acquiring new insight into their professional development, and how they put parts together to see the wholeness in what was simulated. Conclusions This study provides knowledge to facilitators regarding nursing students’ perspectives on facilitating reflection and learning during debriefing discussions. The facilitator’s multifaceted role in guiding the students’ reflections and their process of acquiring new insight into their professional development were identified as critical to learning during debriefing.

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Post-simulation debriefing as a stepping stone to self-reflection and increased awareness — a qualitative study

Husebø,

Reierson,

Hansen

et al. 2024

Adv Simul

View full text Add to dashboard Cite

show abstract

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Nursing students’ perspectives on the operator portraying the patient in simulation

Cited by 1 publication

References 24 publications

Post-simulation debriefing as a stepping stone to self-reflection and increased awareness — a qualitative study

Post-simulation debriefing as a stepping stone to self-reflection and increased awareness — a qualitative study

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