ISSN 2097-6054（网络） ISSN 1672-9234（印刷） CN 11-5289/R
主管：中国科学技术协会　主办：中华护理学会
出版：中华护理杂志社
收录：中国科学引文数据库（CSCD）来源期刊
　　　中国期刊全文数据库
　　　中国核心期刊（遴选）数据库
　　　Scopus
中华护理教育

中华护理教育 >

2020 , Vol. 17 >Issue 1: 18 - 22

DOI: https://doi.org/10.3761/j.issn.1672-9234.2020.01.003

专题策划——模拟教学

模拟教学引导性反馈的标准和策略

  • 杨冰香 ,
  • 黄润 ,
  • 徐爱京 ,
  • 刘茜 ,
  • 李湘萍 ,
  • 李婷
展开
  • 430071 武汉市 武汉大学健康学院（杨冰香，黄润，徐爱京，刘茜）；100191 北京市 北京大学护理学院（李湘萍）；510515 广州市 南方医科大学护理学院（李婷）
杨冰香：女,博士,讲师,E-mail：yangbingxiang82@163.com

收稿日期: 2019-05-21

  网络出版日期: 2020-01-20

基金资助

武汉大学医学部教学改革研究项目(2017057);武汉大学医学部教学改革研究项目(2017056)

收起

Standards and strategies of debriefing in simulation

  • Bing-xiang YANG ,
  • Run HUANG ,
  • Ai-jing XU ,
  • Qian LIU ,
  • Xiang-ping LI ,
  • Ting LI
Expand

Received date: 2019-05-21

  Online published: 2020-01-20

Fold

摘要

引导性反馈是模拟教学的核心和灵魂。该文综述了模拟教学引导性反馈的定义、特征、最佳实践标准、理论基础、引导性反馈的模型及策略,为引导性反馈的开展及模拟质量的提升提供理论依据和参考。

关键词： 教育; 护理; 模拟教学; 引导性反馈; 标准; 策略

本文引用格式

杨冰香 , 黄润 , 徐爱京 , 刘茜 , 李湘萍 , 李婷 . 模拟教学引导性反馈的标准和策略[J]. 中华护理教育, 2020 , 17(1) : 18 -22 . DOI: 10.3761/j.issn.1672-9234.2020.01.003

Abstract

Debriefing is the heart and soul for simulation. This paper reviewed the definitions,characteristics,standards of best practices,theories,patterns and strategies for debriefing. It aimed to provide theoretical framework and references for the implementation of debriefing and enhancing the quality of simulation.

Key words： Education; Nursing; Simulation; Debriefing; Standards; Strategies

参考文献

[1] INACSL Standards Committee. INACSL standards of best practice:simulation SM simulation glossary [J]. Clin Simul Nurs, 2016,12:S39-S47.
[2] Jeffries PR . The NLN Jeffries simulation theory[M]. New York:National League for Nursing, 2015,40.
[3] Freire P, Giroux H, Macedo DP . The politics of education:culture,power,and liberation[J]. Canadian Journal of Education. 1986,15(3):253-254.
[4] Gardner R . Introduction to debriefing[J]. Semin Perinatol, 2013,37(3):166-174.
[5] Waxman KT . The development of evidence-based clinical simu-lation scenarios:guidelines for nurse educators[J]. J Nurs Educ, 2010,49(1):29-35.
[6] Cheng A, Eppich W, Grant V , et al. Debriefing for technology enhanced simulation:a systematic review and meta-analysis[J]. Med Educ, 2014,48(7):657-666.
[7] National League for Nursing. Simulation Innovation Resource Center.SIRC courses:debriefing foundations[EB/OL]. [2019-06-01]. .
[8] Paige JB, Morin KH . Simulation fidelity and cueing:a systemat-ic review of the literature[J]. Clin Simul Nurs, 2013,9(11):e481-e489.
[9] National League for Nursing Simulation Innovation Resource Center(NLN-SIRC)[EB/OL]. [2019-06-01]. .
[10] Verenna AA, Noble KA, Pearson HE , et al. Role of comprehension on performance at higher levels of Bloom’s taxonomy:findings from assessments of healthcare professional students[J]. Anat Sci Educ, 2018,11(5):433-444.
[11] Meakim C, Boese T, Decker S , et al. Standards of best practice:simulation standard I:terminology[J]. Clin Simul Nurs, 2013,9(6):S3-S11.
[12] Sun R, Zhang X, Mathews R . Modeling meta-cognition in a cognitive architecture[J]. Cogn Syst Res, 2006,7(4):327-338.
[13] Cheng A, Morse KJ, Rudolph J , et al. Learner-centered debriefing for health care simulation education:lessons for faculty development[J]. Simul Healthc, 2016,11(1):32-40.
[14] Fanning RM, Gaba DM . The role of debriefing in simulation-based learning[J]. Simul Healthc, 2007,2(2):115-125.
[15] Ahmed M, Sevdalis N, Paige J , et al. Identifying best practice guidelines for debriefing in surgery:a tri-continental study[J]. Am J Surg, 2012,203(4):523-529.
[16] Shinnick MA, Woo M, Horwich TB , et al. Debriefing:the most important component in simulation?[J]. Clin Simul Nurs, 2011,7(3):e105-e111.
[17] Ryoo EN, Ha EH . The importance of debriefing in simulation-based learning:comparison between debriefing and No debriefing[J]. Comput Inform Nurs, 2015,33(12):538-545.
[18] Kolb DA . Experiential learning:experience as the source of learning and development[M]. 2nd ed. New York,Pearson Edu-cation, 2015.
[19] Mezirow J . Postmodern critique of transformation theory:a response to Pietrykowski[J]. Adult Educ Q, 1998,49(1):65-67.
[20] 洪明 . 反思实践取向的教学理念—舍恩教学思想探析[J]. 外国教育研究, 2003,30(8):14-17.
[21] Agryris C . The executive mind and double-loop learning[J]. Organ Dyn, 1982,11(2):5-22.
[22] Eppich W, Cheng A . Promoting excellence and reflective learning in simulation(PEARLS):development and rationale for a blended approach to health care simulation debriefing[J]. Simul Healthc, 2015,10(2):106-115.
[23] Henneman EA, Cunningham H . Using clinical simulation to teach patient safety in an acute/critical care nursing course[J]. Nurse Educ, 2005,30(4):172-177.
[24] Cheng A, Rodgers DL, van der Jagt é , et al. Evolution of the pediatric advanced life support course:enhanced learning with a new debriefing tool and web-based module for pediatric advanced life support instructors[J]. Pediatr Crit Care Med, 2012,13(5):589-595.
[25] Dreifuerst KT . The essentials of debriefing in simulation learning:a concept analysis[J]. Nurs Educ Perspect, 2009,30(2):109-114.
[26] 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.
[27] Zigmont JJ, Kappus LJ, Sudikoff SN . The 3D model of debriefing:defusing,discovering,and deepening[J]. Semin Perinatol, 2011,35(2):52-58.
[28] Kuiper R, Heinrich C, Matthias A , et al. Debriefing with the OPT model of clinical reasoning during high fidelity patient simulation[J]. Int J Nurs Educ Scholarsh, 2008,5:17.
[29] Gross Forneris S, Fey MK . Critical conversations:the NLN guide for teaching thinking[J]. Nurs Educ Perspect, 2016,37(5):248-249.
[30] American Heart Association . Structured and supported debriefing course[EB/OL]. [2019-08-06]. .
[31] Rudolph JW, Raemer DB, Simon R . Establishing a safe container for learning in simulation:the role of the presimulation briefing[J]. Simul Healthc, 2014,9(6):339-349.
[32] Ausubel DP . Preview of assimilation theory of meaningful learning and retention[M]// The acquisition and retention of knowledge:a cognitive view. Dordrecht:Springer Netherlands, 2000: 1-18.
[33] Hayden JK, Smiley RA, Alexander M , et al. The NCSBN national simulation study:a longitudinal,randomized,controlled study replacing clinical hours with simulation in prelicensure nursing education[J]. Journal of Nursing Regulation, 2014,5(2S):S3-S40.
[34] Dreifuerst KT . Getting started with debriefing for meaningful learning[J]. Clin Simul Nurs, 2015,11(5):268-275.
[35] Dreifuerst KT, Decker S . Debriefing:an essential component for learning in simulation pedagogy[J]. Simulation in Nursing Edu-cation from Conceptualization to Evaluation, 2012: 105-130.
[36] Rall M, Manser T, Howard SK . Key elements of debriefing for simulator training[J]. Eur J Anaesthesiol, 2000,17(8):516-517.
[37] Steinwachs B . How to facilitate a debriefing[J]. Simul Gaming, 1992,23(2):186-195.
[38] Pesut DJ, Herman J . Clinical reasoning:the art & science of critical & creative thinking[M]. Albany:Delmar, 1999.
[39] Petranek CF, Corey S, Black R . Three levels of learning in simulations:participating,debriefing,and journal writing[J]. Simulation & Gaming, 1992,23(2):174-185.
[40] Raths J . Enhancing understanding through debriefing[J]. Educational Leadership, 1987,45(2), 24-27.
[41] Bandura A . Self-efficacy:toward a unifying theory of behavior change[J]. Psychology Review, 1977,84(2), 191-215.
Options
文章导航

/

〈 〉