Handley Ruth, Dodge Natalie
Staffordshire University, UK.
Br J Nurs. 2013;22(9):529-35. doi: 10.12968/bjon.2013.22.9.529.
The area of simulation within education is fast developing, with many educational providers striving to keep up with current advances in technology. Evaluation of simulation learning appears overwhelmingly positive (Moule et al, 2008; McCaughey and Traynor, 2010; Hope et al, 2011). However, when looking to generate financial support to develop simulation practices within education,little evidence exists regarding its impact within clinical practice.This paper details the findings of a scoping exercise undertaken to ascertain current simulation practice within nursing curricula,in order to identity good practices and a clear evidence-base for embedding and using simulation to enhance education and practice.The project found overwhelming support for simulated learning from students and facilitators. However, it was highlighted that no clear guidance or strategies were universally used to effectively incorporate simulation within curricula, nor to evaluate or audit its effect upon student competency within clinical practice. Further evidence to support the implementation of simulation within nurse education is therefore required to ensure effective implementation and transferability of learning into clinical care settings.
教育领域的模拟教学正在迅速发展，许多教育机构都在努力跟上当前技术的进步。对模拟学习的评价似乎总体上是积极的（莫尔等人，2008年；麦考伊和特雷纳，2010年；霍普等人，2011年）。然而，在寻求为教育领域的模拟教学实践提供资金支持时，关于其在临床实践中的影响的证据却很少。本文详细介绍了一项范围界定研究的结果，该研究旨在确定护理课程中当前的模拟教学实践，以便确定良好的实践方法以及将模拟教学嵌入并用于加强教育和实践的明确证据基础。该项目得到了学生和指导教师对模拟学习的大力支持。然而，需要强调的是，目前并没有普遍适用的明确指导或策略来有效地将模拟教学纳入课程，也没有用于评估或审核其对学生临床实践能力影响的方法。因此，需要更多证据来支持在护士教育中实施模拟教学，以确保学习能够有效地应用并转化到临床护理环境中。
