Öz
In women health nursing education, it
is faced with difficulties in
increasing the quality of education and student success. These challenges
require the using of innovative teaching strategies in education. The use of
simulation based education in women health nursing education is among the
innovative teaching methods. Simulation based education is defined as a method
that contributes integration to practice the theoretical knowledge in a safe
and structured learning environment without harming real patient. Simulation
based education is defined as a method that contributes integration of
theoretical knowledge to practice in a safe and structured learning environment
without harming real patient. Simulation
in the women's health nursing involves gaining to students cognitive,
psychomotor and affective domains learning in the pregnancy, labor and neonatal
care as well as the women's life periods. By using simulation based training in women's health nursing education, it is expected to increase the quality of nursing education, thus to
increase the nursing care and the strengthen of health system. The simulation
needs to be developed, implemented and strengthened of effectiveness by the
results of research so that the simulation can be integrated into the women's
health nursing education programs. In this review
article, it is aimed to provide information about the use of simulation to gain
a quality learning experience in women's health nursing education.
Anahtar Kelimeler
Kaynakça
- 1. Bradley P. (2006). The history of simulation in medical education and possible future directions. Medical Education, 40(3):254-262.2. Buck G.H. (1991). Development of simulators in medical education. Gesnerus, 48(1):7-28.3.
- Cant R, Cooper S. (2010). Simulation-based learning in nurse education: a systematic review. Journal of Advanced Nursing, 66(1):3-15.4.
- Crofts J.F, Winter, C, Sowter M.C. (2011). Practical simulation training for maternity care: where we are and where next. International Journal of Obstetrics Gynaecology 118(Suppl.3):11–16.5.
- Christian A, Krumwiede N. (2013). Simulation enhances self-efficacy in the management of preeclampsia and eclampsia in obstetrical staff nurses. Clinical Simulation in Nursing 9(9):369-377.6.
- Çelik N, Saruhan A. (2016). Gebelikte Riskli Durumlar. İçinde: Sevil Ü, Ertem G (Editör). Perinataloji ve Bakım. Ankara, Ankara Nobel Tıp Kitabevleri, 231-246.7.
- Kneebone R, Nestel D, Wetzel C, Psych D, Black S, Jacklin R, Aggarwal R, et al. (2006). The human face of simulation: patient-focused simulation training. Academic Medicine, 81(10):919-924.8.
- Fisher N, Bernstein P.S, Satın A, Pardanani S, Heo H, Merkatz IR. (2010). Resident training for eclampsia and magnesium toxicity management: simulation or traditional lecture? American Journal of Obstetrics & Gynecology, 203:379.e1- 379.e5.9.
- Fransen A.F, Van De Ven J, Merien A.E, Wit-Zuurendonk L.D, Houterman S, MOL B.W, OEI S.G. (2012). Effect of obstetric team training on team performance and medical technical skills: a randomised controlled trial. International Journal of Obstetrics and Gynaecology, 119(11):1387-1393.10.
- Gaba D.M. (2004). The future vision of simulation in health care. Quality and Safety in Health Care, 13(Suppl 1):i2–i10. 11. Gardner R, Raemer D.B. (2008). Simulation in obstetric and gynecology. Obstetrics and Gynecology Clinics of North America 35(1), 97-127.12.
- Gelbart N.R. (1998). The King’s midwife: a history and mystery of Madame du Coudray. Berkeley and London: University of California Press.13. Hall S.W. (2015). High-fidelity simulation for senior maternity nursing students. Nursing Education Perspectives, 36(2): 124-126.14.
- International Council of Nurses (ICN) (2012). The ICN Code of ethics for nurses. Geneva, Switzerland.15.
- INACSL Standards Committee (2016). INACSL Standards of Best Practice: Simulation Glossary. Clinical Simulation in Nursing, 12: 39-47.16.
- Jeffries P.R. (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives 26(2):96-103.17.
- Jones F, Passos-Neto C.E, Melro Braghırolı O.F, (2015). Simulation in medical education: brief history and methodology. Principles and Practice of Clinical Research 1(2):56-63.18. Jeffries, P.R, Bambini D, Hensel D, Moorman M, Washburn J. (2009).
- Constructing maternal-child learning experiences using clinical simulations. Journal of Obstetric Gynecologic Neonatal Nursing, 38: 613-623.19.
- Kuhne F, Ay D.S, Otterbeck M.J, Weck F. (2018). Standardized patients in clinical psychology and psychotherapy: a scoping review of barriers and facilitators for implementation. Academic Psychiatry, 1-9. doi.org/10.1007/s40596-018-0886-6.20.
- Kumar A, Sturrock S, Wallace E.M, Nestel D, Lucey D, Stoyles S. et al. (2018). Evaluation of learning from practical obstetric multi-professional training and its impact on patient outcomes in Australia using Kirkpatrick's framework: a mixed methods study. BMJ Open, 8(2):1-9.21.
- Lewis R, Strachan A, Smith M.M. (2012). Is high fidelity simulation the most effective method for the development of non-technical skills in nursing? a review of the current evidence. The Open Nursing Journal, 6: 82-89.22.
- Lima M.F.G, Pequeno A.M.C, Rodrigues D.P, Carneiro C, Morais A.P.P, Negreiros F.D.S. (2017). Developing skills learning in obstetric nursing: approaches between theory and practice. Revista Brasileira de Enfermagem, 70(5):1054-1060.23.
- Mahlmeister L.R. (2008). Best practices in perinatal nursing: collaborating with student nurses to ensure high-reliability care. Journal of Perinatal and Neonatal Nursing 22(1):8-11.24.
- Merién A.E.R, Van De Ven J, Mol B.W, Houterman S. Oei S.G. (2010). Multidisciplinary team training in simulation setting for acute obstetric emergencies: A systematic review. Obstetrics Gynaecology 115:1021–1031. 25.
- Nursing and Midwifery Council. (NMC) (2010). Standards for pre-registration nursing education. United Kingdom.26.
- Phillippi J.C, Buxton M, Overstreet M. (2015). Interprofessional simulation of a retained placenta and postpartum hemorrhage. Nurse Education in Practice, 15: 333-33827.
- Sağlık Bakanlığı (SB) (2016). Sağlık İstatistikleri Yıllığı 2016 Haber Bülteni. T.C. Sağlık Bakanlığı Sağlık Araştırmaları Genel Müdürlüğü.28.
- Robertson B. (2006). An obstetrical simulation experience in an undergraduate nursing curriculum. Nurse Educator, 31(2):74-78.29.
- Rosen K.R. (2008). The history of medical simulation. Journal of Critical Care, 23(2):152-166. 30. Taşkın L. Kadın Sağlığına Giriş. Doğum ve Kadın Sağlığı Hemşireliği. Ankara, Akademisyen Yayınevi, 13. Baskı, 2016: 1-17.31.
- Ziv A, Wolpe P.R, Small S.D, Glick, S. (2003). Simulation based medical education: an ethical imperative. Academic Medicine, 78(8):783-788. 32.
- Türk Dil Kurumu (TDK) (2018). Yabancı Sözlere Karşılıklar Kılavuzu. http://www.tdk.org.tr/?option=com_karsilik&view=karsilik&kategori1=abecesel&kelime2=S Erişim Tarihi: 20.05.201833.
- World Health Organization (WHO) (2009). Women and Health Today’s Evidence Tomorrow’s Agenda http://apps.who.int/iris/bitstream/handle/10665/44168/9789241563857_eng.pdf;jsessionid=E8DC04F384BA91908914FDBA78C45F2C?sequence=1 Erişim Tarihi: 20.05.2018.34. World Health Organization (WHO) (2017). Patient Safety: Making Health Care Safer. Geneva. 35.
- World Health Organization (WHO) (2018). Maternal Mortality http://www.who.int/en/news-room/fact-sheets/detail/maternal-mortality. Erişim Tarihi: 20.05.2018.
Öz
Kadın sağlığı hemşireliği eğitiminde, eğitimin
niteliğinin ve öğrenci başarısının artırılmasında zorluklarla
karşılaşılmaktadır. Bu zorluklar, eğitimde yenilikçi öğretim stratejilerinin
kullanılmasını zorunlu kılmaktadır. Kadın sağlığı hemşireliği eğitiminde
simülasyona dayalı eğitimin kullanılması ise yenilikçi öğretim yöntemleri
arasında yer almaktadır. Simülasyona dayalı eğitim; güvenli ve yapılandırılmış
bir öğrenme ortamında gerçek hastaya zarar vermeden, teorik bilginin uygulamaya
entegre edilmesine katkı sağlayan bir yöntem olarak tanımlanmaktadır. Kadın sağlığı
hemşireliğinde simülasyon; gebelik, doğum eylemi ve yeni doğan bakımının yanı
sıra kadının yaşam dönemlerindeki bilişsel, psikomotor ve tutumsal öğrenme alanlarının
öğrencilere kazandırılmasını kapsamaktadır. Kadın sağlığı hemşireliği
eğitiminde simülasyona dayalı eğitimin kullanılması
ile eğitimin niteliğinin artması böylece hemşirelik bakımının niteliğinin artması
ve sağlık sisteminin güçlendirilmesi beklenmektedir. Simülasyonun kadın sağlığı hemşireliği eğitim
programlarına entegre edilebilmesi için simülasyonların geliştirilmesi,
uygulanması ve araştırma sonuçları ile etkinliğinin güçlendirilmesine
gereksinim vardır. Bu derleme makalede, kadın sağlığı hemşireliği
eğitiminde nitelikli bir öğrenme deneyimi elde edilmesinde simülasyon
kullanımına yönelik bilgilerin sunulması amaçlanmıştır.
Anahtar Kelimeler
Simülasyon Kadın Sağlığı Hemşireliği Eğitim Yenilikçi Öğretim
Kaynakça
- 1. Bradley P. (2006). The history of simulation in medical education and possible future directions. Medical Education, 40(3):254-262.2. Buck G.H. (1991). Development of simulators in medical education. Gesnerus, 48(1):7-28.3.
- Cant R, Cooper S. (2010). Simulation-based learning in nurse education: a systematic review. Journal of Advanced Nursing, 66(1):3-15.4.
- Crofts J.F, Winter, C, Sowter M.C. (2011). Practical simulation training for maternity care: where we are and where next. International Journal of Obstetrics Gynaecology 118(Suppl.3):11–16.5.
- Christian A, Krumwiede N. (2013). Simulation enhances self-efficacy in the management of preeclampsia and eclampsia in obstetrical staff nurses. Clinical Simulation in Nursing 9(9):369-377.6.
- Çelik N, Saruhan A. (2016). Gebelikte Riskli Durumlar. İçinde: Sevil Ü, Ertem G (Editör). Perinataloji ve Bakım. Ankara, Ankara Nobel Tıp Kitabevleri, 231-246.7.
- Kneebone R, Nestel D, Wetzel C, Psych D, Black S, Jacklin R, Aggarwal R, et al. (2006). The human face of simulation: patient-focused simulation training. Academic Medicine, 81(10):919-924.8.
- Fisher N, Bernstein P.S, Satın A, Pardanani S, Heo H, Merkatz IR. (2010). Resident training for eclampsia and magnesium toxicity management: simulation or traditional lecture? American Journal of Obstetrics & Gynecology, 203:379.e1- 379.e5.9.
- Fransen A.F, Van De Ven J, Merien A.E, Wit-Zuurendonk L.D, Houterman S, MOL B.W, OEI S.G. (2012). Effect of obstetric team training on team performance and medical technical skills: a randomised controlled trial. International Journal of Obstetrics and Gynaecology, 119(11):1387-1393.10.
- Gaba D.M. (2004). The future vision of simulation in health care. Quality and Safety in Health Care, 13(Suppl 1):i2–i10. 11. Gardner R, Raemer D.B. (2008). Simulation in obstetric and gynecology. Obstetrics and Gynecology Clinics of North America 35(1), 97-127.12.
- Gelbart N.R. (1998). The King’s midwife: a history and mystery of Madame du Coudray. Berkeley and London: University of California Press.13. Hall S.W. (2015). High-fidelity simulation for senior maternity nursing students. Nursing Education Perspectives, 36(2): 124-126.14.
- International Council of Nurses (ICN) (2012). The ICN Code of ethics for nurses. Geneva, Switzerland.15.
- INACSL Standards Committee (2016). INACSL Standards of Best Practice: Simulation Glossary. Clinical Simulation in Nursing, 12: 39-47.16.
- Jeffries P.R. (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives 26(2):96-103.17.
- Jones F, Passos-Neto C.E, Melro Braghırolı O.F, (2015). Simulation in medical education: brief history and methodology. Principles and Practice of Clinical Research 1(2):56-63.18. Jeffries, P.R, Bambini D, Hensel D, Moorman M, Washburn J. (2009).
- Constructing maternal-child learning experiences using clinical simulations. Journal of Obstetric Gynecologic Neonatal Nursing, 38: 613-623.19.
- Kuhne F, Ay D.S, Otterbeck M.J, Weck F. (2018). Standardized patients in clinical psychology and psychotherapy: a scoping review of barriers and facilitators for implementation. Academic Psychiatry, 1-9. doi.org/10.1007/s40596-018-0886-6.20.
- Kumar A, Sturrock S, Wallace E.M, Nestel D, Lucey D, Stoyles S. et al. (2018). Evaluation of learning from practical obstetric multi-professional training and its impact on patient outcomes in Australia using Kirkpatrick's framework: a mixed methods study. BMJ Open, 8(2):1-9.21.
- Lewis R, Strachan A, Smith M.M. (2012). Is high fidelity simulation the most effective method for the development of non-technical skills in nursing? a review of the current evidence. The Open Nursing Journal, 6: 82-89.22.
- Lima M.F.G, Pequeno A.M.C, Rodrigues D.P, Carneiro C, Morais A.P.P, Negreiros F.D.S. (2017). Developing skills learning in obstetric nursing: approaches between theory and practice. Revista Brasileira de Enfermagem, 70(5):1054-1060.23.
- Mahlmeister L.R. (2008). Best practices in perinatal nursing: collaborating with student nurses to ensure high-reliability care. Journal of Perinatal and Neonatal Nursing 22(1):8-11.24.
- Merién A.E.R, Van De Ven J, Mol B.W, Houterman S. Oei S.G. (2010). Multidisciplinary team training in simulation setting for acute obstetric emergencies: A systematic review. Obstetrics Gynaecology 115:1021–1031. 25.
- Nursing and Midwifery Council. (NMC) (2010). Standards for pre-registration nursing education. United Kingdom.26.
- Phillippi J.C, Buxton M, Overstreet M. (2015). Interprofessional simulation of a retained placenta and postpartum hemorrhage. Nurse Education in Practice, 15: 333-33827.
- Sağlık Bakanlığı (SB) (2016). Sağlık İstatistikleri Yıllığı 2016 Haber Bülteni. T.C. Sağlık Bakanlığı Sağlık Araştırmaları Genel Müdürlüğü.28.
- Robertson B. (2006). An obstetrical simulation experience in an undergraduate nursing curriculum. Nurse Educator, 31(2):74-78.29.
- Rosen K.R. (2008). The history of medical simulation. Journal of Critical Care, 23(2):152-166. 30. Taşkın L. Kadın Sağlığına Giriş. Doğum ve Kadın Sağlığı Hemşireliği. Ankara, Akademisyen Yayınevi, 13. Baskı, 2016: 1-17.31.
- Ziv A, Wolpe P.R, Small S.D, Glick, S. (2003). Simulation based medical education: an ethical imperative. Academic Medicine, 78(8):783-788. 32.
- Türk Dil Kurumu (TDK) (2018). Yabancı Sözlere Karşılıklar Kılavuzu. http://www.tdk.org.tr/?option=com_karsilik&view=karsilik&kategori1=abecesel&kelime2=S Erişim Tarihi: 20.05.201833.
- World Health Organization (WHO) (2009). Women and Health Today’s Evidence Tomorrow’s Agenda http://apps.who.int/iris/bitstream/handle/10665/44168/9789241563857_eng.pdf;jsessionid=E8DC04F384BA91908914FDBA78C45F2C?sequence=1 Erişim Tarihi: 20.05.2018.34. World Health Organization (WHO) (2017). Patient Safety: Making Health Care Safer. Geneva. 35.
- World Health Organization (WHO) (2018). Maternal Mortality http://www.who.int/en/news-room/fact-sheets/detail/maternal-mortality. Erişim Tarihi: 20.05.2018.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Hemşirelik |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 28 Mayıs 2019 |
| Kabul Tarihi | 4 Şubat 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 5 Sayı: 1 |
