NLN/Jeffries Simulation Framework State of the Science Project: The Teacher Construct

被引：11
|
作者：
Jones, Amy L. [1 ]
Reese, Cynthia E. [2 ]
Shelton, Debra P. [3 ]
机构：
[1] Univ S Dakota, Vermillion, SD 57078 USA
[2] Lincoln Land Community Coll, Springfield, IL 62794 USA
[3] Northwestern State Univ, Coll Nursing & Allied Hlth, Shreveport, LA 71101 USA
来源：
CLINICAL SIMULATION IN NURSING | 2014年 / 10卷 / 07期
关键词：
simulation; facilitator; NLN/[!text type='JS']JS[!/text]F; teacher; framework; FACULTY-DEVELOPMENT; EDUCATION; STUDENTS; PATIENT; PERCEPTIONS; STRATEGIES; NURSES; SKILLS;
D O I：
10.1016/j.ecns.2013.10.008
中图分类号：
R47 [护理学];
学科分类号：
1011 ;
摘要：
In 2003, Jeffries developed the NLN/Jeffries simulation framework. Five constructs were identified to guide implementation and evaluation of simulation. A review of the current state of the science in support of this framework was launched in 2010. This report summarizes the findings for the teacher construct. Major findings included a diverse array of anecdotal literature with inconsistent terminology. No empirical research examining the construct in simulation contexts was identified in the literature. To address the need for standard terminology to guide future research, a change in terminology from teacher to facilitator was proposed by the team. (C) 2014 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.
引用
收藏
页码：353 / 362
页数：10
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