بيانات النشر: UmeÃ¥ universitet, Institutionen för omvÃ¥rdnad
Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Porsgrunn, Norway
School of Health Sciences, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
Department of Public Health Science, Institute of Health and Society, Medical Faculty, University of Oslo, Oslo, Norway
School of Health Sciences (Nursing), VIA University College, Aarhus, Denmark
Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
نبذة مختصرة : Aim: To explore and compare the didactic approaches to practical skills learning at simulation centres in Scandinavian universities and university colleges. Background: Academic simulation centres are an important arena for learning practical nursing skills which are essential to ensure competent performance regarding patient safety and quality of care. Knowledge of didactic approaches to enhance learning is essential in promoting the provision and retention of students' practical nursing skills. However, research on didactical approaches to practical nursing skills learning is lacking. Design: A qualitative comparative design was used. Methods: During November and December 2019, interviews were conducted with a total of 37 simulation centre directors or assistant directors, each of whom possessed in-depth knowledge of practical skills in teaching and learning. They represented bachelor nursing education in Denmark, Norway and Sweden. A qualitative deductive content analysis was conducted. Results: The results revealed all five predetermined didactical components derived from the didactical relationship model. Twenty-two corresponding categories that described a variation in didactic approaches to practical skills learning in Scandinavian nursing simulation centres were identified. The didactical components of Learning process revealed mostly similarities, Setting mostly differences and Assessment showed only differences in didactic approaches. Conclusion: Although various didactic approaches were described across the countries, no common approach was found. Nursing educational institutions are encouraged to cooperate in developing a shared understanding of how didactic approaches can enhance practical skills learning. Implications for Profession and/or Patient Care: Cross-country comparisons of practical nursing skills learning in Scandinavian countries highlight the importance of educator awareness concerning the impact diverse didactic approaches may have on competent performance in nursing education. ...
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