Dunnington Renee M
School of Natural Science, Nursing, and Health, Capital University, Columbus, OH, USA.
Nurs Philos. 2014 Jan;15(1):14-22. doi: 10.1111/nup.12034. Epub 2013 Oct 31.
Simulation technology is increasingly being used in nursing education. Previously used primarily for teaching procedural, instrumental, or critical incident types of skills, simulation is now being applied to training related to more dynamic, complex, and interpersonal human contexts. While high fidelity human patient simulators have significantly increased in authenticity, human responses have greater complexity and are qualitatively different than current technology represents. This paper examines the texture of representation by simulation. Through a tracing of historical and contemporary philosophical perspectives on simulation, the nature and limits of the reality of human health responses represented by high fidelity human patient simulation (HF-HPS) are explored. Issues concerning nursing education are raised around the nature of reality represented in HF-HPS. Drawing on Waks, a framework for guiding pedagogical considerations around simulation in nursing education is presented for the ultimate purpose of promoting an educative experience with simulation.
模拟技术在护理教育中的应用越来越广泛。以前主要用于教授程序性、仪器操作或关键事件类型的技能，现在模拟技术正被应用于与更具动态性、复杂性和人际互动性的人类情境相关的培训。虽然高保真人体患者模拟器的真实性有了显著提高，但人类反应具有更大的复杂性，并且在质量上与当前技术所呈现的不同。本文探讨了模拟的表征质地。通过追溯关于模拟的历史和当代哲学观点，探索了高保真人体患者模拟（HF-HPS）所代表的人类健康反应现实的本质和局限性。围绕HF-HPS所代表的现实本质，提出了与护理教育相关的问题。借鉴瓦克斯的观点，提出了一个指导护理教育中模拟教学考量的框架，其最终目的是促进模拟教学体验。
