PDF(Pubmed)
Abstract：
UNASSIGNED: Interprofessional simulation has the potential to enhance the perceived realism of clinical simulation in the education of different healthcare professionals. This study considers how the inclusion of more than one profession in clinical simulation contributes to this psychological fidelity, defined as the subjective perception of the realism of a simulation, and the cues identified by medical and nursing students.
UNASSIGNED: Eight focus groups were carried out with 27 medical and 18 nursing students in Newcastle and Oxford, UK. These were carried out immediately after students\' participation in simulation sessions consisting of three acute scenarios. Focus group discussions encompassed perceptions of the realism of the simulation and of participants\' own and other professional groups. Thematic analysis was carried out on transcripts.
UNASSIGNED: The analysis identified features of psychological fidelity that were influenced by the interprofessional element of the simulation. These included overall impressions of realism, and the perceived roles and expectations of doctors and nurses within the simulation. In particular, the presence of the other professional group afforded a more authentic response. Other features varied with the viewpoint of the student groups, in particular the realism of the patient manikin, which held lower psychological fidelity for the nursing students, because it did not allow them to fulfill their perceived role of delivering holistic, relational care.
UNASSIGNED: Recognizing \"psychological fidelity\" as a subjective response to simulation allows greater consideration of the limitations of fidelity as a designed or engineered property of a simulation. While interprofessional involvement directly enhances psychological fidelity in some ways, potential differences in the views of students from different professional groups should be considered when implementing interprofessional simulation.
UNASSIGNED: Eight focus groups were carried out with 27 medical and 18 nursing students in Newcastle and Oxford, UK. These were carried out immediately after students\' participation in simulation sessions consisting of three acute scenarios. Focus group discussions encompassed perceptions of the realism of the simulation and of participants\' own and other professional groups. Thematic analysis was carried out on transcripts.
UNASSIGNED: The analysis identified features of psychological fidelity that were influenced by the interprofessional element of the simulation. These included overall impressions of realism, and the perceived roles and expectations of doctors and nurses within the simulation. In particular, the presence of the other professional group afforded a more authentic response. Other features varied with the viewpoint of the student groups, in particular the realism of the patient manikin, which held lower psychological fidelity for the nursing students, because it did not allow them to fulfill their perceived role of delivering holistic, relational care.
UNASSIGNED: Recognizing \"psychological fidelity\" as a subjective response to simulation allows greater consideration of the limitations of fidelity as a designed or engineered property of a simulation. While interprofessional involvement directly enhances psychological fidelity in some ways, potential differences in the views of students from different professional groups should be considered when implementing interprofessional simulation.
摘要：
■跨专业模拟具有在不同医疗保健专业人员的教育中增强临床模拟的感知真实性的潜力。这项研究考虑了在临床模拟中包含多个职业如何有助于这种心理保真度，定义为对模拟真实性的主观感知，以及医学和护理专业学生确定的线索。
■对纽卡斯尔和牛津的27名医学生和18名护理学生进行了八个焦点小组，英国。这些是在学生参加由三种急性情景组成的模拟课程后立即进行的。焦点小组讨论包括对模拟以及参与者自己和其他专业团体的现实性的看法。对转录本进行了专题分析。
■分析确定了受模拟的跨专业因素影响的心理保真度特征。其中包括对现实主义的整体印象，以及模拟中医生和护士的角色和期望。特别是,另一个专业团体的出现提供了更真实的回应。其他特征随学生团体的观点而变化，特别是病人人体模型的现实性，这对护理学生的心理忠诚度较低，因为它不允许他们履行他们认为的提供整体的角色，关系护理。
■将“心理保真度”视为对模拟的主观反应，可以更多地考虑保真度作为模拟的设计或工程属性的局限性。虽然跨专业的参与在某些方面直接增强了心理忠诚度，在实施跨专业模拟时，应考虑不同专业组学生观点的潜在差异。
■对纽卡斯尔和牛津的27名医学生和18名护理学生进行了八个焦点小组，英国。这些是在学生参加由三种急性情景组成的模拟课程后立即进行的。焦点小组讨论包括对模拟以及参与者自己和其他专业团体的现实性的看法。对转录本进行了专题分析。
■分析确定了受模拟的跨专业因素影响的心理保真度特征。其中包括对现实主义的整体印象，以及模拟中医生和护士的角色和期望。特别是,另一个专业团体的出现提供了更真实的回应。其他特征随学生团体的观点而变化，特别是病人人体模型的现实性，这对护理学生的心理忠诚度较低，因为它不允许他们履行他们认为的提供整体的角色，关系护理。
■将“心理保真度”视为对模拟的主观反应，可以更多地考虑保真度作为模拟的设计或工程属性的局限性。虽然跨专业的参与在某些方面直接增强了心理忠诚度，在实施跨专业模拟时，应考虑不同专业组学生观点的潜在差异。
