背景:在护理教育中,与真实场景的接触意味着设计有利的体验来开发优先级,推理,批判性思维,以及支持未来实践的管理技能。在教学过程中,模拟作为一种支持策略出现,但是它的使用和管理需要教师的知识和拨款。教育期间的临床模拟可促进技术技能和能力的增长,例如批判性思维,情绪管理,组织,代表团,和团队合作。高潮对学生产生了积极的影响,反映他们的信心,安全,以及对意外或未知情况和风险的适应性。
目的:本范围审查的目的是确定在教学过程中描述的社会情感技能,该过程由护理学生的中和高保真临床模拟介导。
方法:研究领域的主要概念和限制将根据Arksey和O\'Malley提出的范围审查的5个阶段来确定。将考虑在2010年至2023年之间以英语和西班牙语发表的研究文章和研究生论文。论文类型文件,书籍章节,社论,摘要,重点关注护理专业人员临床模拟的文章将被排除。这些文章将从哥伦比亚合作大学的数据库中检索,连同CINAHL,Scielo,和PubMed。搜索策略将基于人口概念背景框架。文章选择将由两名独立评估员进行,他们将在第一阶段审查标题和摘要,在第二阶段审查全文。将使用感兴趣的变量构建检索到的文章的数据库。将由5名独立审稿人进行定性专题分析,以提供文献概述,重点是确定与护理专业学生描述的社交技能方面相关的研究和贡献之间的相似性和对比。
结果:调查尚未开始。调查结果旨在关注学术环境中的变量,当与临床模拟经验相关时,可以决定学生的学习。工作假设是,在高保真模拟活动中,体验到更高满意度或拥有更好沟通技巧的学生也表现出卓越的表现。考虑到所述目标和知识差距,将对比最相关的结果。关键方面还将与其他涉及相关主题的审查进行比较,例如沟通,自我效能感,和自信。在最初的文献综述中未考虑的其他作者描述的技能也将被提及。
结论:教育机构负责在受控环境中包括学习经验,例如中和高保真模拟,以确保获得技术能力和额外的社会情感技能。认识和管理情绪对于为医疗保健服务的使用者提供充分的护理和提高专业人员的效力是必要的。
背景:开放科学框架p4ays;https://osf.io/p4ays。
■PRR1-10.2196/56436。
BACKGROUND: In nursing education, contact with real scenarios implies the design of favorable experiences to develop prioritization, reasoning, critical thinking, and management skills that support future practice. In the context of the teaching-learning process, simulation emerges as a support strategy, but its use and management require the knowledge and appropriation of teachers. Clinical simulation during education promotes growth in technical skills and aptitudes such as critical thinking, emotional management, organization, delegation, and teamwork. The culmination positively impacts the student, reflecting on their confidence, security, and adaptability to unexpected or unknown situations and risks.
OBJECTIVE: The aim of this scoping review is to determine the socioemotional skills described during the teaching-learning process mediated by medium- and high-fidelity clinical simulation in nursing students.
METHODS: The main concepts and limits of the research area will be determined according to the 5 phases of a scoping review proposed by Arksey and O\'Malley. Research articles and postgraduate theses published between 2010 and 2023 in English and Spanish will be considered. Dissertation-type documents, book chapters, editorials, abstracts, and articles focused on clinical simulation among nursing professionals will be excluded. The articles will be retrieved from databases available at the Universidad Cooperativa de Colombia, along with CINAHL, Scielo, and PubMed. The search strategy will be based on the Population-Concept-Context framework. Article selection will be carried out by 2 independent evaluators who will review titles and abstracts in stage 1 and the full text in stage 2. A database of retrieved articles will be built with the variables of interest. A qualitative thematic analysis will be conducted by 5 independent reviewers to provide an overview of the literature, focusing on identifying similarities and contrasts between studies and contributions related to the aspects of social skills described in nursing students.
RESULTS: The investigation has not yet started. The findings aim to focus on variables within the academic environment that, when correlated with the clinical simulation experience, may determine student learning. The working hypothesis is that students who experience greater satisfaction or possess better communication skills also demonstrate superior performance during high-fidelity simulation activities. The most relevant results will be contrasted considering the stated objective and knowledge gaps. Key aspects will also be compared with other reviews addressing related topics such as communication, self-efficacy, and self-confidence. Skills described by other authors that were not considered in the initial literature review will also be mentioned.
CONCLUSIONS: Educational institutions are responsible for including learning experiences in controlled environments such as medium- and high-fidelity simulation to ensure the acquisition of technical capabilities and additional socioemotional skills. Recognizing and managing emotions is necessary to provide adequate care for users of health care services and for the increased effectiveness of professionals.
BACKGROUND: Open Science Framework p4ays; https://osf.io/p4ays.
UNASSIGNED: PRR1-10.2196/56436.