Goodstone Lori, Goodstone Michael S, Cino Kathleen, Glaser Christine A, Kupferman Kathleen, Dember-Neal Theresa
Farmingdale State College, New York, USA.
Nurs Educ Perspect. 2013 May-Jun;34(3):159-62. doi: 10.5480/1536-5026-34.3.159.
The purpose of this study was to explore the development of critical thinking for students who received instruction using high-fidelity patient simulation (HFPS) versus low-fidelity simulation (instructor-written case studies).
Simulated patient care environments have become increasingly more sophisticated in nursing labs, with HFPS fast becoming the standard for laboratory teaching/learning.
A convenience sample of first-semester associate degree nursing students participated in this quasi-experimental study. One group of students received weekly HFPS patient simulations and the other group received weekly case studies. Both groups took a pre- and posttest using the Health Studies ReasoningTest.
Both groups showed an increase in critical thinking skills; however, there was no statistically significant difference between the HFPS and case study groups.
Results suggest that high- and low-fidelity simulations are both associated with increases in critical thinking scores.
本研究旨在探讨接受高保真患者模拟（HFPS）教学的学生与接受低保真模拟（教师编写的案例研究）教学的学生批判性思维的发展情况。
模拟患者护理环境在护理实验室中变得越来越复杂，高保真患者模拟迅速成为实验室教学的标准。
选取准实验研究的便利样本，为第一学期护理学副学士学位学生。一组学生每周接受高保真患者模拟，另一组学生每周接受案例研究。两组学生均使用健康研究推理测试进行前后测。
两组学生的批判性思维技能均有所提高；然而，高保真患者模拟组和案例研究组之间没有统计学上的显著差异。
结果表明，高保真和低保真模拟均与批判性思维得分的提高有关。
