Simüle hastalar: onları ne motive eder ve ihtiyaçları nedir?

Year 2018, Volume: 17 Issue: 51, 33 - 46, 30.04.2018

Tamer Edirne , Serdar Özdemir , Cüneyt O. Kara

https://doi.org/10.25282/ted.346671

Abstract

Amaç

Kaynakların kısıtlı olduğu kurumlarda gönüllü simüle hastaların çalışma
nedenlerinin ve psikolojik ihtiyaçlarının belirlenmesi, bu grubun ücretsiz
olarak desteğini sürdürmek açısından faydalı olabilir. Bu çalışmada, Temel
İnsan İhtiyaç Teorisini kullanarak, simüle hastaların neden gönüllü olarak
simulasyon eğitimine katıldıklarını araştırmayı amaçladık.   

Gereç ve yöntem

Kalitatif araştırma yöntemi kullanarak dokuz simüle
hasta ile derinlemesine görüşme yaptık. Görüşmeler içerik analizi ilkelerine
göre kayıt altınaalında ve analiz edildi. Simüle hastaların tıp eğitimine neden
gönüllü olarak destek verdiklerini anlamak için Maslow’un İhtiyaçlar
Hiyerarşisi kuramsal çerçeve olarak kullanıldı. 

Bulgular

Bu çalışmada simüle hastaların genital muayeneden çekindiklerini, bir
gruba ait olmayı sevdiklerini, tıp öğrencilerinin eğitiminden sorumluluk
duyduklarını, ihtiyaç duyulmayı ve kabul edilmeyi takdir ettiklerini ve iyi
performans kaygısı taşıdıklarını saptadık.

Sonuç

Bu çalışmada gönüllü simüle hastaların ihtiyaçları ile ilgili teoriye
dayalı bulgular sunulmuştur. Gönüllü simüle hastaların ihtiyaçlarını nasıl
karşılarız sorusu evrensel bireysel ihtiyaçların karşılanmasını açıklayan Temel
İnsan İhtiyaç Modelinin uygulanması ile cevaplanabilir. Simüle hastalar
açısından kendini güvende hissetmek, ihtiyaç duyulduğunu ve değer verildiğini
görmek, onların mutlu olmaları sağlayarak çalışma isteklerini artırabilir ve
desteklerinin sürmesi sağlayabilir.

Keywords

Simüle hasta, standardize hasta, tıp eğitimi, Maslow

Volunteer simulated patients: what does motivate them and what are their needs?

Abstract

Background
and aims

Revealing the motivational drives and psychological
needs of voluntary simulated patients, especially in institutions were
resources are deficient, could help to promote a sustainable reserve without a
need for remuneration. We aimed to explore the reasons why simulated patients
participate in simulated education voluntarily using the concept of Basic Human
Needs Theory.

Material and methods

We chose a
qualitative method, in which in-depth interviews were performed with nine
simulated patients. Interviews were recorded and analyzed according to the
principles of content analysis. We suggest Maslow's Hierarchy of Needs as a
conceptual framework for understanding what makes simulated patients contribute
voluntarily in medical education.

Results

We identified that simulated patients are anxious
about genital examination, enjoy being part of a group, feel responsible for
educating medical students, appreciate to be needed and accepted and worry
about good performance.

Conclusions

We present findings from a theory-driven evaluation of
volunteer simulated patients’ needs. The question how to satisfy the needs of
volunteer simulated patients may be answered by applying
the basic human needs model which offers a means for understanding these encounters
in terms of global individual needs. To make the simulated patient feel safe,
needed and valued could possibly result in happiness and enhanced motivation and
provide sustainability of participation. 

Keywords

Simulated patient, standardized patient, medical education, Maslow

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