Sharpnack Patricia A, Madigan Elizabeth A
Breen School of Nursing, Ursuline College, Pepper Pike, Ohio, USA.
Nurs Educ Perspect. 2012 Jul-Aug;33(4):264-8. doi: 10.5480/1536-5026-33.4.264.
Opportunities to achieve competency in the psychomotor and cognitive outcomes required of the nursing profession are limited due to shortages of clinical sites and situations. One solution is to use simulation to replicate some of the essential aspects of a clinical situation so it may be readily understood and managed when it occurs in reality. A program developed for sophomore students integrated the pharmacology, health assessment, and pathophysiology theory courses using low-fidelity simulation and computer-assisted instruction. The objectives of the program were based on Quality and Safety Education for Nurses competencies. The simulation strategies were evaluated using the Educational Practice Scale for Simulation, the Student Satisfaction and Self-Confidence in Learning questionnaire, and the Simulation Design Scale. The initial findings are encouraging for promoting active and diverse methods of learning, high and positive expectations for students, self-confidence, and collaborative team-building opportunities.
由于临床场所和情境的短缺，实现护理专业所需的操作技能和认知成果方面的能力培养机会有限。一种解决方案是使用模拟来复制临床情境的一些基本方面，以便在现实中出现时能够容易地理解和处理。为大二学生开发的一个项目使用低保真模拟和计算机辅助教学，整合了药理学、健康评估和病理生理学理论课程。该项目的目标基于护士质量与安全教育能力。使用模拟教育实践量表、学生学习满意度和自信心问卷以及模拟设计量表对模拟策略进行了评估。初步结果对于促进积极多样的学习方法、对学生的高度和积极期望、自信心以及协作团队建设机会而言是令人鼓舞的。
