Abstract：
BACKGROUND: Disasters can overwhelm healthcare systems, making effective triage a crucial skill for nurses. Role-Play Scenario-Based Disaster Triage Training offers a promising approach to prepare nursing students for these situations. Understanding students\' experiences with this training method can inform its development and effectiveness in fostering disaster preparedness. However, little is known about this training experience of nursing students. In particular, by examining the challenges faced by students, the emotional distress they experience and their achievements, it will provide guidance for the development of education programs in a more comprehensive and student-oriented manner.
OBJECTIVE: The aim of this study is to elucidate the experiences of nursing students regarding Role-Play Scenario-Based Disaster Triage Training.
METHODS: A qualitative approach was employed to comprehend participating students\' experiences. Face-to-face and online semi-structured interviews were conducted with 17 students using an interview guide, and the interactions were recorded for subsequent analysis. Thematic analysis was employed to develop themes.
RESULTS: The study results emphasize the challenges experienced by students during triage training, their gains and the support they need to cope with the challenges they experience. Data were organized around four main themes: \"Challenges of the triage process\" with subthemes such as \"Thinking of the actual earthquake moment\" and \"Ethical dilemmas\"; \"Emotional turmoil\" with subthemes including \"Anxiety\" and \"Fear and Helplessness\"; \"Achievements\" with subthemes such as \"Increase in knowledge and skills\" and \"The importance of the nurse\"; and \"Suggestions\" with subthemes including \"Continuous education\" and \"Mandatory course\".
CONCLUSIONS: The findings of the study provide new insights into the experiences of nursing students during the disaster triage process. The results may contribute to the improvement of future training programs by identifying the challenges and needs faced by nursing students after disaster triage education.
OBJECTIVE: The aim of this study is to elucidate the experiences of nursing students regarding Role-Play Scenario-Based Disaster Triage Training.
METHODS: A qualitative approach was employed to comprehend participating students\' experiences. Face-to-face and online semi-structured interviews were conducted with 17 students using an interview guide, and the interactions were recorded for subsequent analysis. Thematic analysis was employed to develop themes.
RESULTS: The study results emphasize the challenges experienced by students during triage training, their gains and the support they need to cope with the challenges they experience. Data were organized around four main themes: \"Challenges of the triage process\" with subthemes such as \"Thinking of the actual earthquake moment\" and \"Ethical dilemmas\"; \"Emotional turmoil\" with subthemes including \"Anxiety\" and \"Fear and Helplessness\"; \"Achievements\" with subthemes such as \"Increase in knowledge and skills\" and \"The importance of the nurse\"; and \"Suggestions\" with subthemes including \"Continuous education\" and \"Mandatory course\".
CONCLUSIONS: The findings of the study provide new insights into the experiences of nursing students during the disaster triage process. The results may contribute to the improvement of future training programs by identifying the challenges and needs faced by nursing students after disaster triage education.
摘要：
背景：灾难会淹没医疗保健系统，使有效的分诊成为护士的一项重要技能。基于角色扮演场景的灾难分类培训提供了一种有希望的方法，可以为护理学生做好应对这些情况的准备。了解学生对这种培训方法的经验可以为其发展和促进备灾的有效性提供信息。然而,对护理专业学生的这种培训经验知之甚少。特别是,通过检查学生面临的挑战，他们经历的情绪困扰和他们的成就，它将以更全面和面向学生的方式为教育计划的发展提供指导。
目的：本研究的目的是阐明护理专业学生在基于角色扮演场景的灾难分类培训方面的经验。
方法：采用定性方法来理解参与的学生的经历。采用面试指南对17名学生进行了面对面和在线半结构化面试,并记录相互作用用于后续分析.采用了主题分析来制定主题。
结果：研究结果强调了学生在分诊训练中遇到的挑战，他们的收获以及应对挑战所需的支持。围绕四个主要主题组织了数据：“分诊过程的挑战”，子主题为“对实际地震时刻的思考”和“道德困境”；“情绪动荡”，子主题包括“焦虑”和“恐惧与无助”；“成就”，子主题为“知识和技能的增加”和“持续的”；“护士”和“持续的”主题。
结论：研究结果为护理专业学生在灾难分诊过程中的经历提供了新的见解。通过确定灾难分流教育后护生面临的挑战和需求，结果可能有助于改善未来的培训计划。
目的：本研究的目的是阐明护理专业学生在基于角色扮演场景的灾难分类培训方面的经验。
方法：采用定性方法来理解参与的学生的经历。采用面试指南对17名学生进行了面对面和在线半结构化面试,并记录相互作用用于后续分析.采用了主题分析来制定主题。
结果：研究结果强调了学生在分诊训练中遇到的挑战，他们的收获以及应对挑战所需的支持。围绕四个主要主题组织了数据：“分诊过程的挑战”，子主题为“对实际地震时刻的思考”和“道德困境”；“情绪动荡”，子主题包括“焦虑”和“恐惧与无助”；“成就”，子主题为“知识和技能的增加”和“持续的”；“护士”和“持续的”主题。
结论：研究结果为护理专业学生在灾难分诊过程中的经历提供了新的见解。通过确定灾难分流教育后护生面临的挑战和需求，结果可能有助于改善未来的培训计划。
