Aim: To facilitate a simulated qualitative data collection exercise. This was intended as a learning opportunity for 3rd year pre-registration nursing students who were on their research placement. Students on this placement had previously attended two Health Research Authority (HRA) Research Ethics Committees (REC) meetings. This simulation provided an opportunity to observe and experience the practical application of key ethical principles in the context of a qualitative interview.
Objectives:
- Facilitate a simulated qualitative interview to allow students to develop and consolidate their understanding of ethical principles in qualitative research.
- Provide a simulated experience where students can both observe a qualitative interview and participate as a simulation participant.
Summary of work undertaken:
Third year nursing students were invited to observe a simulated qualitative interview in the University of Staffordshire’s state-of-the-art £5.8 million Centre for Health Innovation. The simulation was facilitated in our small immersive suite, the setting was guided by research experts who were integral in the design and facilitation of the simulation. Student nurses were initially invited for a pre brief which incorporated The Society for Simulation in Healthcare’s Code of Ethics, which the University of Staffordshire have adopted. They then observed a simulated qualitative interview which was live streamed from the immersive suite via our LearningSpace simulation management platform. The nursing students in turn were then invited to participate as a simulated research participant in a qualitative interview, whilst being observed by their peers using the streaming technology. All participants were then brought back together for a debrief. For the debrief the facilitators adapted a common coaching model called the GROW model.
The GROW model is a coaching framework devised by Sir John Whitmore; the University of Staffordshire has adapted it to fit into a debriefing experience.
The focus is on the learners and their self-awareness and how there may be more than one solution. Discussion points included;
- What was the goal/learning outcome?
- How did it go?
- Did this feel real to you? (was it how you imagined it/did it meet your expectations?)
- What were the enablers and barriers?
- What can we do better if we did it again?
- What was your learning experience? What can we do to consolidate your learning? How and when will you do this?
Student feedback:
“The simulation was brilliant, it enabled me to have what felt like an authentic experience of real-life qualitative research. I feel like I have an insight into how it feels to be a participant being interviewed in a research study which I will never forget if I ever interview participants myself one day. I especially liked seeing how the researcher conducted the interview, taking note of her communication style, and how it put me, the participant, at ease. It was helpful to debrief afterwards to discuss and reflect upon the experience together. I would be happy to do more simulations like this, it felt quite relaxed and that I was in a safe space.”
Authors: Yetunde Ataiyero, Vanda Carter, Lizzie Crisp, Hazel A Smith, and Sarahjane Jones
University of Staffordshire
