Kaakinen Joanna, Arwood Ellyn
University of Portland, USA.
Int J Nurs Educ Scholarsh. 2009;6:Article 16. doi: 10.2202/1548-923X.1688. Epub 2009 May 7.
The purpose of this systematic analysis of nursing simulation literature between 2000 -2007 was to determine how learning theory was used to design and assess learning that occurs in simulations. Out of the 120 articles in which designing nursing simulations was reported, 16 referenced learning or developmental theory as the basis of how and why they set up the simulation. Of the 16 articles that used a learning type of foundation, only two considered learning as a cognitive task. More research is needed that investigates the efficacy of simulation for improving student learning. The study concludes that most nursing faculty approach simulation from a teaching paradigm rather than a learning paradigm. For simulation to foster student learning there must be a fundamental shift from a teaching paradigm to a learning paradigm and a foundational learning theory to design and evaluate simulation should be used. Examples of how to match simulation with learning theory are included.
本次对2000年至2007年护理模拟文献的系统分析旨在确定学习理论是如何用于设计和评估模拟中发生的学习的。在120篇报告了护理模拟设计的文章中，有16篇将学习或发展理论作为其设置模拟的方式和原因的基础。在这16篇以学习为基础的文章中，只有两篇将学习视为认知任务。需要更多研究来调查模拟在提高学生学习效果方面的有效性。研究得出结论，大多数护理教师从教学范式而非学习范式的角度来对待模拟。为了使模拟促进学生学习，必须从教学范式向学习范式进行根本性转变，并且应该使用基础学习理论来设计和评估模拟。文中还包含了如何将模拟与学习理论相匹配的示例。
