■该研究探讨了影响马拉维护理和助产教育中模拟教育(SBE)实施的因素。
■本研究旨在确定影响选定培训机构和临床场所的护理和助产教育者的因素。
■这项研究涵盖了一个地区和四个中心医院,五所专业培训机构,卫生部以及马拉维护士和助产士委员会官员。
■使用混合方法方法,从293名参与者那里收集了定量数据,包括149名最后一年的护理和助产学生,和144位临床指导员.定性数据来自24名教职员工,11名临床指导员和两名关键线人。研究人员进行了37次深入访谈,10次焦点小组讨论和8次案头审查。描述性统计用于分析定量数据,而内容分析用于定性结果。
■从定性数据中出现了五个主题:监管机构教学大纲中缺乏模拟,正规培训不够,对知识渊博的临床指导员的需求,人力和物力资源不足,和对变革的抵制。调查结果表明,83%的参与者具有理论SBE知识,但缺乏实践技能,只有13%的人认为SBE是目前的教学方法。教育者强调缺乏基础设施,技能实验室,教学医院,设备,以及正式培训的不足是SBE实施的关键障碍。
■研究得出的结论是,熟练的教育工作者,适当的基础设施和资源可以促进SBE在马拉维的实施。
■建议包括监管机构支持,对教育工作者的正式培训,利用低保真模拟器,以及在卫生设施中建立SBE中心和角落。
UNASSIGNED: The study explored factors influencing implementation of simulation-based education (SBE) in nursing and midwifery education in Malawi.
UNASSIGNED: This study aimed to identify factors influencing nursing and midwifery educators in selected training institutions and clinical sites.
UNASSIGNED: The study covered one district and four central hospitals, five professional training institutions, Ministry of Health and Nurses and Midwives Council of Malawi officials.
UNASSIGNED: Using mixed-methods approach, quantitative data were gathered from 293 participants, including 149 final-year nursing and midwifery students, and 144 clinical instructors. Qualitative data were obtained from 24 faculty members, 11 clinical instructors and two key informants. Researchers conducted 37 in-depth interviews, 10 focus group discussions and eight desk reviews. Descriptive statistics were used to analyse the quantitative data, while content analysis was used for qualitative findings.
UNASSIGNED: Five themes emerged from qualitative data: absence of simulation in regulatory body syllabi, insufficient formal training, demand for knowledgeable clinical instructors, inadequate human and material resources, and resistance to change. Survey results indicated that 83% of the participants had theoretical SBE knowledge but lacked practical skills, with only 13% considering SBE as a current teaching method. Educators emphasised lack of infrastructure, skills laboratories, teaching hospitals, equipment, and a deficit in formal training as critical barriers to SBE implementation.
UNASSIGNED: The study concluded that skilled educators, appropriate infrastructure and resources could facilitate SBE implementation in Malawi.
UNASSIGNED: Recommendations included regulatory body support, formal training for educators, utilisation of low-fidelity simulators, and establishment of SBE centres and corners in health facilities.