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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Negotiating the role of the professional nurse: The pedagogy of simulation: a grounded theory study.
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Negotiating the role of the professional nurse: The pedagogy of simulation: a grounded theory study.

机译：谈判专业护士的角色：模拟教学法：扎根的理论研究。

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Simulation is the mainstay of laboratory education in health sciences, yet there is a void of pedagogy-the art and science of teaching. Nursing faculty does not have adequate evidence-based resources related to how students learn through simulation. The research questions that were addressed were as follows: (a) How do students learn using simulation? (b) What is the process of learning with simulations from the students' perspective? (c) What faculty teaching styles promote learning? and (d) How can faculty support students during simulation? Grounded theory methodology was used to explore how senior baccalaureate nursing students learn using simulation. Twenty-six students participated in this research study. Sixteen nursing students who completed two semesters of simulation courses volunteered for in-depth audio-taped interviews. In addition, there were two focus groups with five senior students in each group who validated findings and identified faculty teaching styles and supportive interventions. Negotiating the Role of the Professional Nurse was the core category, which included the following phases (I) feeling like an imposter, (II) trial and error, (III) taking it seriously, (IV) transference of skills and knowledge, and (V) professionalization. Faculty traits and teaching strategies for teaching with simulation were also identified. A conceptual model of the socialization process was developed to assist faculty in understanding the ways students learn with simulation and ways to facilitate their development. These findings provide a midrange theory for the pedagogy of simulation and will help faculty gain insight and help to assimilate into teaching-learning strategies.
机译：在健康科学领域，模拟是实验室教育的主要内容，但在教学法和艺术方面却存在空白。护理学院没有足够的基于证据的资源，与学生如何通过模拟学习有关。解决的研究问题如下：（a）学生如何使用模拟学习？ （b）从学生的角度来看，通过模拟学习的过程是什么？ （c）什么样的教师教学方式可以促进学习？ （d）教师在模拟过程中如何支持学生？扎根的理论方法被用来探索高级学士学位护理学生如何通过模拟学习。二十六名学生参加了这项研究。完成两个学期模拟课程的16名护理专业学生自愿参加了深度录音采访。此外，还有两个焦点小组，每个小组中有五名高年级学生，他们验证了发现并确定了教师的教学风格和支持性干预措施。谈判专业护士的角色是核心类别，包括以下几个阶段：（I）冒充冒名顶替者;（II）反复试验;（III）认真对待;（IV）技能和知识的转移;以及（五）专业化。还确定了教师特质和模拟教学的教学策略。开发了社会化过程的概念模型，以帮助教师了解学生通过模拟学习的方式以及促进他们发展的方式。这些发现为模拟教学法提供了中端理论，将有助于教师获得见识，并有助于融入教学策略中。

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