From theory to practice, operating the clinical simulation in Nursing teaching

ABSTRACT Objective: To report the experience of the operationalization of clinical simulation as a pedagogical strategy in a subject of an undergraduate course in Nursing. Method: Clinical simulation cycles were carried out following the steps of action research, such as: planning, action, observation and reflection, from March 2014 to July 2015 with 10 professors and 44 students from a Primary Care and Mental Health subject of an undergraduate course in Nursing. Results: Five cycles of clinical simulation were performed, at the end of each cycle modifications were suggested by students and professors and the operation was adjusted to meet the needs of the subject. The main points of change were: professor role, logistics, equipment, debriefing model and preparation of “simulated patients”. Final considerations: The clinical simulation is a possible method to be operationalized in undergraduate course in Nursing, needs pedagogical and logistic planning as well as, sensitization of professors and students.

摘要
研究目的：报告临床模拟（clinical simulation）作为护理学本科课程专业课教学策略的落地实践经验。
研究方法：本研究于2014年3月至2015年7月期间，针对护理学本科《初级护理与精神卫生》课程的10名教师与44名学生，遵循行动研究（action research）的规划、实施、观察与反思四阶段流程开展临床模拟教学循环实践。
研究结果：本研究共完成5轮临床模拟教学循环。每轮循环结束后，师生均会提出优化建议，并据此调整教学实施流程以适配课程需求。主要调整方向涵盖：教师角色定位、后勤保障、教学设备、复盘反馈模式以及模拟患者（simulated patients）的筹备工作。
研究结论：临床模拟教学可在护理学本科课程中落地应用，但需配套完善的教学与后勤规划，同时需提升师生对该教学模式的认知与接纳度。