J Nurs Educ. 2014 Feb;53(2):97-101. doi: 10.3928/01484834-20140122-08. Epub 2014 Jan 22.
As the pedagogy of health care simulation matures, the level of guidance provided and types of simulation components included increasingly vary. To prepare students for professional practice, one university embedded Tanner's model of clinical judgment within the nursing curricula and integrated simulations. There was interest in seeking students' opinions of "what matters most" in the design and delivery of simulations, which may vary from the academic's viewpoint. Senior undergraduate nursing students (N = 150) from three types of study programs rated 11 simulation components in relation to clinical judgment. The three student groups rated all components above 2.9 on a 5-point Likert scale, with some variation across groups for component rankings. The highest ranking components for applying clinical judgment were facilitated debriefing, postsimulation reflection, and guidance by the academic. The lowest ranked components were patient case notes and briefing and orientation to the simulation area. Age and previous nursing experience did not influence the study variables.
随着医疗保健模拟教学法的成熟，所提供的指导水平和包含的模拟组件类型也在不断变化。为了让学生为专业实践做好准备，一所大学将 Tanner 的临床判断模型嵌入护理课程，并整合了模拟教学。人们希望了解学生对模拟设计和实施中“最重要的因素”的看法，这些因素可能与学术观点有所不同。来自三种学习项目的 150 名护理专业高年级本科生对 11 个模拟组件与临床判断的关系进行了评分。这三个学生群体在 5 分制的李克特量表上对所有组件的评分都高于 2.9，不同群体对组件的排名存在一些差异。在运用临床判断方面，排名最高的组件是有指导的讨论、模拟后反思和学术指导。排名最低的组件是患者病例记录、模拟区域的介绍和指导。年龄和以前的护理经验对研究变量没有影响。
