Scherer Yvonne K, Bruce Susan A, Graves Brian T, Erdley W Scott
University at Buffalo, The State University of New York, School of Nursing, 14214, USA.
AACN Clin Issues. 2003 Aug;14(3):331-41. doi: 10.1097/00044067-200308000-00008.
Full-body patient simulators have been used for a number of years to educate nurse anesthetists and anesthesiologists. These lifelike mannequins operate from a sophisticated computerized system with the ability to generate multiple physiologic events and respond to numerous pharmacologic stimuli. The authors recently integrated the use of the patient simulator into the curriculum to educate their acute care nurse practitioner students. The learning process was divided into three steps: the presimulation experience, the simulation experience, and the postsimulation experience. These steps are described as well as important principles that need to be integrated into each phase of the process. A case scenario on respiratory failure provides an example of the simulation experience. In addition, the advantages and disadvantages of this teaching method, as identified by faculty and students, are discussed.
全身病人模拟器已被用于培训麻醉护士和麻醉医生多年。这些逼真的人体模型由复杂的计算机系统操作，能够产生多种生理事件并对多种药物刺激做出反应。作者最近将病人模拟器的使用纳入课程，以培训他们的急症护理执业护士学生。学习过程分为三个步骤：模拟前体验、模拟体验和模拟后体验。本文描述了这些步骤以及需要融入该过程每个阶段的重要原则。一个呼吸衰竭的病例场景提供了模拟体验的示例。此外，还讨论了教师和学生所确定的这种教学方法的优缺点。
