Endeavouring interplay: a grounded theory study of how nurse educators’ work with simulation-based learning

BMC Nursing

Research

Monika Kvernenes¹  Kari Røykenes²  Tove Giske² 

[1] Center for Medical Education and Department of Clinical Medicine, Faculty of Medicine, University of Bergen, Bergen, Norway;Institute of Nursing, Faculty of Health Studies, VID Specialized University, Bergen, Norway;

关键词: Nurse educator;    Facilitator role;    Simulation-based learning;    Grounded theory;   

DOI  :  10.1186/s12912-023-01546-9

 received in 2023-06-14, accepted in 2023-09-29,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundSimulation-based learning is frequently used as a teaching and learning strategy in nursing and other health professions educations, and educators have a key role as facilitators. This facilitator role provides them with a particularly relevant perspective to help us understand and theorize around the essence of simulation-based learning, and how it is approached. This study aims to explore nurse educators’ experiences and strategies in simulation-based learning.MethodData were collected in 2018-2021 using in-depth interviews with eight nurse educators. Transcripts were analysed through constant comparison using Classical Grounded Theory approach.ResultThe participants' main concern was how to Maximize students' learning-space in simulation. To resolve this, four strategies were identified: legitimizing simulation, self-development, preparing students, and tailoring simulation. Legitimisation, and self-development were found to be important prerequisites for developing the learning space and were therefore defined as the background or context of the theory. Nurse students were the focus of the two remaining categories, preparing students and tailoring simulation, and are thus defined as being in the foreground of the theory. The dynamics of these four strategies were captured in the Grounded theory of Endeavouring interplay.ConclusionThe theory of Endeavouring interplay illustrates the complexity educators are encountering when aiming to optimize simulation as a learning space for nurse students. The strategies used are adapted to the organisational climate, available resources and context, and include striving to legitimize simulation, pursue self-development in the role as facilitator, help students prepare for simulation-based learning, and tailor the simulation to both contextual factors and individual student needs.

【 授权许可】

CC BY   
© BioMed Central Ltd., part of Springer Nature 2023

【 图 表 】

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Fig. 2