J Nurs Educ. 2014 Jan 1;53(1):38-44. doi: 10.3928/01484834-20131218-01. Epub 2013 Dec 18.
This study examined the effect of simulation on nursing students' knowledge of advanced cardiac life support (ACLS), knowledge retention, and confidence in applying ACLS skills. An experimental, randomized controlled (pretest-posttest) design was used. The experimental group (n = 40) attended an ACLS simulation scenario, a 4-hour PowerPoint presentation, and demonstration on a static manikin, whereas the control group (n = 42) attended the PowerPoint presentation and a demonstration only. A paired t test indicated that posttest mean knowledge of ACLS and confidence was higher in both groups. The experimental group showed higher knowledge of ACLS and higher confidence in applying ACLS, compared with the control group. Traditional training involving PowerPoint presentation and demonstration on a static manikin is an effective teaching strategy; however, simulation is significantly more effective than traditional training in helping to improve nursing students' knowledge acquisition, knowledge retention, and confidence about ACLS.
本研究旨在探讨模拟教学对护理学生高级心脏生命支持（ACLS）知识、知识保留和应用 ACLS 技能的信心的影响。采用实验、随机对照（前测-后测）设计。实验组（n=40）参加了 ACLS 模拟情景、4 小时的 PowerPoint 演示和在静态人体模型上的演示，而对照组（n=42）仅参加了 PowerPoint 演示和演示。配对 t 检验表明，两组的 ACLS 知识和信心后测均值均较高。与对照组相比，实验组的 ACLS 知识更高，应用 ACLS 的信心更高。涉及 PowerPoint 演示和在静态人体模型上演示的传统培训是一种有效的教学策略；然而，模拟教学在帮助提高护理学生的知识获取、知识保留和 ACLS 信心方面明显比传统培训更有效。
