Objective To evaluate the effectiveness of the reflective practice theory based debriefing in high-fidelity simulation in the midwifery continuing education program.Methods A midwifery simulation training program was constructed and conducted with the simulation training structure, combined with the core capability requirement for midwifery nurses. 69 trainees and 12 instructors enrolled in the midwifery continuing education program from December 2016 to March 2017, were selected as studyObjectives to investigate the training experiences. The Debriefing Assessment for Simulation in Healthcare (DASH) was used to evaluate the effect of debriefing from trainees and instructors after the simulation training.Results In the instructors’ view, debriefing was the most difficult part of the process of simulation. The average DASH-scores evaluated by the trainees were above 6.8; The average DASH-scores evaluated by the instructors were lower than trainees, and the score of “Provokes engaging discussions” was the lowest.Conclusions The debriefing based on the reflective practice theory can make positive effect in midwifery simulation training.
Zhao Minhui
,
Zhuang Wei
,
Li Yuehong
,
Zhou Qian
,
Duan Tao
. Study of the effectiveness of the reflective practice theory based debriefing in high-fidelity simulation in the midwifery continuing education program[J]. Chinese Journal of Medical Education, 2018
, 38(3)
: 341
-345
.
DOI: 10.3760/cma.j.issn.1673-677X.2018.03.006
[1] Neill MA, Wotton K.High-fidelity simulation debriefing in nursing education: A literature review[J]. Clinical Simulation in Nursing, 2011, 7(5):e161-e168. DOI: 10.1016/j.ecns.2011.02.001.
[2] 颜洪, 鲁开智, 黄河清, 等.高仿真情景模拟教学在医学本科生危重症核心胜任力教育中的应用探讨[J]. 中华医学教育杂志,2014,34(2):261-263,266. DOI: 10.3760/cma.j.issn.1673-677X.2014.02.033.
Yan H, Lu KZ, Huang HQ, et al.Application of high fidelity simulation in undergraduate core competence oriented education for critical illness treatments teaching[J]. Chin J Med Edu, 2014, 34(2): 261-263, 266. DOI: 10.3760/cma.j.issn.1673-677X.2014.02.033.
[3] 张悦, 陈艳, 夏玲, 等.仿真模拟教学系统对护理教学有效性的系统评价[J]. 中华护理教育, 2014, 11(11): 809-813.
[4] 张怡, 黄凌, 樊雅静.模拟教学法在产房助产技术带教中的应用[J]. 上海护理, 2012, 12(3): 31-33.
[5] Kolb D, Fry R.Toward an applied theory of experiential learning//Cooper C.Theories of Group Process[M]. London: John Wiley,1975:31-34.
[6] Schon D.The reflective practitioner: How professionals think in action[M]. London: Temple Smith, 1983:65-68.
[7] Levine AI, DeMaria JrS, Schwartz AD, et al.The comprehensive textbook of healthcare simulation[M]. New York: Springer Science + Business Media, 2013:82,73-84,85-94.
[8] Nethring WM, Lashley FR.High-fidelity patient simulation in nursing education [M]. Boston: Jones and Bartlett, 2010: 369-385.
[9] 耿志超, 史霆.在医学模拟教学中开展反馈性任务报告的重要性分析[J]. 中华医学教育探索杂志, 2014, 13(3): 260-263. DOI: 10.3760/cma.j.issn.2095-1485.2014.03.014.
Geng ZC, Shi T.Importance of feedback debriefing in simulation-based medical education[J]. Chin J Med Edu Res, 2014, 13(3): 260-263. DOI: 10.3760/cma.j.issn.2095-1485.2014.03.014.
[10] The INASCL Board of Directors.Standard V: Simulation facilitator[J]. Clinical Simulation in Nursing, 7(4S): s14-s15. DOI: 10.1016/j.ecns.2011.05.009.
[11] Riley RH.Manual of simulation in healthcare[M]. 2nd ed.Oxford: Oxford University Press, 2016: 321-348.
[12] Shaw-Battista J, Belew C, Anderson D, et al.Successes and challenges of interprofessional physiologic birth and obstetric emergency simulations in a nurse-midwifery education program[J]. J Midwifery Womens Health, 2015,60(6):735-743. DOI: 10.1111/jmwh.12393.
[13] Rudolph JW, Simon R, Dufresne RL, et al.There’s no such thing as “nonjudgmental” debriefing: A theory and method for debriefing with good judgment[J]. Simul Healthc, 2006,1(1):49-55.
[14] Brett-Fleegler M, Rudolph J, Eppich W, et al.Debriefing assessment for simulation in healthcare: Development and psychometric propertied[J]. Simul Healthc, 2012, 7 (5): 288-294. DOI: 10.1097/SIH.0b013e3182620228.
