Scaffolding safety in nursing simulation: A grounded theory

被引:1
|
作者
El-Hussein, Mohamed Toufic [1 ,2 ,3 ]
Harvey, Giuliana [1 ]
机构
[1] Mt Royal Univ, Sch Nursing & Midwifery, Calgary, AB, Canada
[2] Alberta Hlth Serv, Div Cardiol, Edmonton, AB, Canada
[3] Royal Univ, 4825 Mt Royal Gate SW, Calgary, AB T3E 6K6, Canada
关键词
Simulation; Grounded theory; Nursing students; Safety; STANDARDS; NOVICE;
D O I
10.1016/j.profnurs.2023.01.003
中图分类号
R47 [护理学];
学科分类号
1011 ;
摘要
Background: Simulation-based learning is a teaching technique that allows learners to apply theoretical knowl-edge to enhance patient safety. Despite limited evidence about the relationship between simulation and patient safety outcomes, nursing programs continue using simulation to improve student competencies.Purpose: To explore the processes driving the actions of nursing students while providing care for a rapidly deteriorating patient during a simulation-based experience.Method: Following the constructivist grounded theory method, the study recruited 32 undergraduate nursing students to explore their experiences during simulation-based experiences. Data were collected using semi -structured interviews over 12 months. Interviews were recorded, transcribed and analyzed using constant comparison and simultaneous data collection, coding, and analysis. Results: Two theoretical categories emerged from the data to explain the processes driving the students' actions during simulation-based experiences: Nurturing and contextualizing safety. The themes revolved around a core category of "Scaffolding Safety" in simulation.Conclusion: Simulation facilitators can use the findings to build effective and targeted simulation scenarios. Scaffolding safety steers students' thinking and contextualizes patients' safety. It can be utilized as a lens to guide students and assist them with transferring skills from simulation to the clinical practice setting. Nurse educators should consider deliberately integrating the concepts of scaffolding safety into simulation-based experiences to connect theory and practice.
引用
收藏
页码:14 / 20
页数:7
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