In clinical nursing simulations, a group of students provide care for a robotic patient during a structured scenario. As are is transferred from one group to another, they participate in a patient handoff, with outgoing students passing key information onto incoming students. In healthcare, the nursing handoff is a critical and perilous communication moment that is mediated by a range of participants and texts. Drawing on observations and video recordings of 52 simulation handoffs in the United States, this article examines how two student designed texts—a collaborative patient chart and individual notes—are leveraged during the handoff. I also consider how handoff talk and writing changes as student nursing knowledge increases over the course of a year. By focusing on textual mediation of the simulated nursing handoff, this article contributes to existing research on professional writing pedagogy and to nursing scholarship on the handoff. Ultimately, it argues that a textual mediation framework can help bridge classroom and professional contexts by evaluating student writing not for how successfully it meets a set of imposed criteria but for how effectively it supports classroom activities.

中文翻译：

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模拟护理交接中的文本中介：检查学生写作协调的方式

在临床护理模拟中，一群学生在结构化方案中为机器人患者提供护理。从一组转移到另一组时，他们将参加患者的交接，即将离任的学生将关键信息传递给即将到来的学生。在医疗保健领域，护理交接是至关重要的，危险的交流时刻，由众多参与者和文本介导。本文利用美国52个模拟切换的观察结果和视频记录，研究了在切换过程中如何利用两个学生设计的文本（协作式患者图表和个人注释）。我还考虑在一年的时间里，随着学生护理知识的增长，交接谈话和写作将如何变化。通过专注于模拟护理交接的文本中介，本文为有关专业写作教学法的现有研究和有关移交的护理奖学金做出了贡献。归根结底，它认为文本调解框架可以通过评估学生的写作，而不是评估其是否成功满足一套强制标准，而是可以有效地支持课堂活动，来帮助桥接课堂和专业背景。