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Originalarbeit

Stand der Umsetzung des simulationsbasierten Lehrens in Deutschland

Eine Querschnittsstudie

Published Online:September 29, 2023https://doi.org/10.1024/1012-5302/a000960

Abstract

Zusammenfassung.Hintergrund: Die Bedeutung der Simulationslehre für den Bildungsbereich Pflege wächst. Der Erfolg ist abhängig von der Qualifikation der Lehrenden und der Nutzung von Standards. Bislang fehlen Daten zum Stand der Umsetzung der Simulationslehre in der Pflegebildung in Deutschland. Fragestellung: Welches Qualifikationsniveau zeigen Simulationslehrende in der Pflege(aus)bildung in Deutschland und welche Konzepte und Standards kommen zum Einsatz? Methoden: Eine Querschnittserhebung unter Simulationslehrenden in drei Bildungsbereichen wurde durchgeführt. Der Fragebogen umfasste soziodemografische Merkmale, absolvierte Qualifizierungsmaßnahmen sowie angewandte Konzepte und Standards. Die Daten wurden deskriptiv mittels Bestimmung arithmetischer Mittelwerte zuzüglich Standardabweichung (SD) oder absoluter und relativer Häufigkeiten ausgewertet. Ergebnisse: Insgesamt haben 156 Simulationslehrende (Durchschnittsalter 41,5 (SD 9,8) Jahre, 74,2% weiblich) teilgenommen. 95,4% der Teilnehmer_innen gaben an, (sehr) hoch für die Simulationslehre motiviert zu sein. Eine spezifische simulationspädagogische Ausbildung haben 16,8% der Teilnehmer_innen absolviert. Die Anwendung evidenzbasierter Konzepte erfolgt nicht flächendeckend. Schlussfolgerungen: Vor dem Hintergrund internationaler Standards zeigt sich Qualifizierungsbedarf bei den Simulationslehrenden in Deutschland. Eine verstärkte spezifische, standardisierte Fort- und Weiterbildung sowie die Etablierung evidenzbasierter Konzepte sind wichtige Bausteine für eine hohe Qualität in der Simulationslehre.


Status of the implementation of simulation-based education in Germany: A cross-sectional study

Abstract.Background: The importance of simulation-based learning in nursing education is growing. Its success depends on the qualification of facilitators and the use of standards. Up to now, there has been a lack of data on the state of implementation of simulation-based learning in nursing education in Germany. Research question: Which qualification level do simulation facilitators show in nursing education in Germany and which concepts and standards are used? Methods: A cross-sectional survey was conducted among simulation facilitators in three different educational areas. The questionnaire included socio-demographic and professional characteristics as well as qualification measures completed, and concepts and standards applied. Data were analysed descriptively by determining arithmetic means plus standard deviation (SD) or absolute and relative frequencies. Results: A total of 156 simulation facilitators (mean age 41.5 (SD 9.8) years, 74.2% female) participated. 95.4% of participants reported being (very) highly motivated for simulation-based learning. Specific simulation pedagogy training was completed by 16.8% of participants. The application of evidence-based concepts is not occurring across the board. Conclusions: Against the background of international standards, qualification needs for simulation facilitators in Germany become apparent. Increased specific, standardized continuing education and training as well as the establishment of evidence-based concepts are important for high quality in simulation facilitation.

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