School of Health and Social Care, Oxford Brookes University, Swindon, Wiltshire, United Kingdom.
Nurse Educ Today. 2012 Jul;32(5):e23-7. doi: 10.1016/j.nedt.2011.06.003. Epub 2011 Jul 7.
An emphasis has been placed on clinical skill development in nurse education curricula due to the expressed concern about nursing students' clinical competence at the point of registration. Hence, the use of clinical simulation as an educational tool has become increasingly popular. The aim of this article is to examine the learning theory that underpins clinical simulation by utilising Carper's patterns of knowing (1978) as a theoretical framework. It is revealed that there is a philosophical conflict between the different learning approaches required to meet all the expected learning outcomes. It would also appear that due to a paucity of the current evidence base that the cost benefits of clinical simulation are largely unknown. The implications of these limitations may in part be overcome by future research endeavours, judicious curriculum development and a pluralistic approach to the facilitation of clinical simulation.
由于对护理学生注册时的临床能力表示关注，护士教育课程中强调了临床技能的发展。因此，临床模拟作为一种教育工具的使用变得越来越流行。本文的目的是利用 Carper 的认知模式（1978 年）作为理论框架，考察临床模拟所依据的学习理论。研究结果表明，为了满足所有预期的学习成果，所需的学习方法之间存在哲学冲突。此外，由于目前证据基础不足，临床模拟的成本效益在很大程度上尚不清楚。这些限制的影响部分可以通过未来的研究努力、谨慎的课程开发以及对临床模拟促进的多元化方法来克服。
