Kardong-Edgren Suzan E, Starkweather Angela Renee, Ward Linda D
Washington State University, USA.
Int J Nurs Educ Scholarsh. 2008;5:Article26. doi: 10.2202/1548-923X.1603. Epub 2008 Jul 14.
Taking the initial steps to integrate simulation into a nursing program can appear overwhelming to faculty and supportive personnel. This paper will describe an approach taken by one undergraduate nursing program in the United States that focused on integrating simulation into a clinical foundations nursing course. Current research was used to guide the design and implementation of simulation. Several key points from the literature were applied to the process; linking scenarios with didactic information, the importance of debriefing, and the need for repetitive practice. Using these concepts, simulation scenarios were constructed following the Nursing Education Simulation Framework. Three scenarios were subsequently implemented during the course, with data from students and faculty collected after each scenario. The results indicate the students perceived the design and implementation to be very agreeable, while faculty reactions to simulation remain mixed. However, there was universal support concerning the use of repetitive practice of foundational skills to enhance learning outcomes.
对于教师和辅助人员而言，将模拟教学初步融入护理课程可能显得任务艰巨。本文将介绍美国一个本科护理项目所采用的方法，该方法着重于将模拟教学融入临床基础护理课程。利用当前的研究来指导模拟教学的设计与实施。文献中的几个关键点被应用于这一过程：将情景与教学信息相联系、总结汇报的重要性以及重复练习的必要性。运用这些理念，依据护理教育模拟框架构建了模拟情景。随后在课程中实施了三个情景，并在每个情景结束后收集学生和教师的数据。结果表明，学生们认为该设计与实施非常适宜，而教师对模拟教学的反应则褒贬不一。然而，对于通过基础技能的重复练习来提高学习效果这一点，大家普遍表示支持。
