模拟教学中护理教师实施引导性反馈的现况调查

Objective To investigate the current status of debriefing used in simulation teaching by nursing colleges and clinical teachers in China,and to analyze the influencing factors. Methods Questionnaires were developed based on INACSL simulation best practice standards and Debriefing Assessment for Simulation in Healthcare, etc. By convenience sampling,133 nursing teachers from nursing schools and clinical hospitals who had experience of debriefing in nursing simulation teaching were investigated. Results Thirty-four nursing teachers(25.6%)thought they were competent in debriefing. Nursing teachers encountered more difficulties in implementing debriefing and these difficulties included "some students talked too little or kept silent"(72.9%),"making students actively participate in debriefing"(67.7%),and "students did not prepare for the class in advance(materials, assignments, skill exercises, etc.)"(63.9%). The score of the questionnaire on implementation quality of debriefing ranged from 1 to 22(14.32±4.45). The item "recording the performance of student or team during the scenario" had the highest accuracy rate(96.2%).The item "introducing the arrangement and objectives of debriefing to students before running the scenario" had the lowest accuracy rate of 38.3%. Multiple linear regression analysis showed that age(β=-0.293),time to conduct debriefing(β=0.177),familiarity with INACSL simulation best practice standards(β=0.341),time of participating in nursing teaching(β=0.197)and participation in training(β=0.254)were the influencing factors of the quality of debriefing implementation(Adjusted R2=0.388,F=14.933,P<0.001). Conclusion The quality of debriefing practices needs to be improved. Nursing teachers have insufficient debriefing training and face the challenges of insufficient participation of students. Specific training should be strengthened based on simulation best practice standards to improve the quality of debriefing practices.