Ohjauksellinen tuki terveydenhuollon simulaatiokoulutuksessa
Keywords:
simulation training, scaffolding, simulation learning, in-service training for healthcare professionalsAbstract
In simulation training, connected to the continuous development of professional competence, the skills needed at work are practiced in multiprofessional teams in authentic-like environments. Guidance is considered vital in such simulation training; however, until recently, simulation training has been studied
mainly from the perspective of learning individual skills. This article focuses on the perspective of scaffolding in simulation training. Through the analysis of the qualitative data, the aim is to produce a better understanding of what scaffolding entails in simulation training that takes place alongside work. Participants in simulation training (n=27) and simulation instructors (n=8) making different treatment decisions in teams in accordance with the case of the patient were recorded with a GoPro camera. From these collective and interactive situations, the guidance situations within simulation training were identified as scaffolding episodes (n=221). Theory-based content analysis was applied to the analysis of video and audio materials. Based on our results, scaffolding in simulation training mainly occurs in the debriefing phase by simulation instructors, as well as instructional support between participants, especially during the simulation exercise. Our study demonstrates that scaffolding in simulation training manifests itself as instructional communication, support, and guidance during the simulation exercise, and reflective interaction (i.e., debriefing). Our results provide the resources to develop simulation training and the pedagogical competence of simulation instructors.
