Parker Brian C, Myrick Florence
University of Alberta, Faculty of Nursing, 3rd Floor, Clinical Sciences Building, Edmonton, Alberta, Canada.
Nurse Educ Today. 2009 Apr;29(3):322-9. doi: 10.1016/j.nedt.2008.10.012. Epub 2008 Dec 10.
The use of high-fidelity human patient simulators (HPS) have been embraced by nursing education programs in the development of immersive clinical simulations despite the lack of research into a pedagogy or educational philosophy appropriate to guide this technology-based learning tool. In this article, we explore this approach to clinical teaching through a critical examination of the application of behaviorist and constructivist pedagogy to high-fidelity scenario-based simulation sessions. Practical guidelines for developing simulation-based learning sessions that reflect both philosophical paradigms are provided. Consideration is also given to societal trends such as the digital revolution and the incoming millennial generation who represent the aptitude of the modern nursing student to utilize high-fidelity realistic and immersive simulation. Depending on the desired goal of simulator utilization, the nurse educator may want to draw on constructivism or behaviorism or a blend of both educational philosophies to best meet the needs of the adult learner.
尽管缺乏适用于指导这种基于技术的学习工具的教学法或教育理念研究，但高保真人体患者模拟器（HPS）已被护理教育项目用于沉浸式临床模拟的开发中。在本文中，我们通过批判性地审视行为主义和建构主义教学法在基于高保真情景模拟课程中的应用，来探索这种临床教学方法。文中提供了开发同时反映这两种哲学范式的基于模拟的学习课程的实用指南。还考虑了诸如数字革命和即将到来的千禧一代等社会趋势，这代人代表了现代护理学生运用高保真逼真且沉浸式模拟的能力。根据使用模拟器的预期目标，护理教育工作者可能希望借鉴建构主义或行为主义，或融合这两种教育理念，以最好地满足成年学习者的需求。
