Paige Jane B, Morin Karen H
J Nurs Educ. 2015 May;54(5):249-60. doi: 10.3928/01484834-20150417-02.
Education of future nurses benefits from well-designed simulation activities. Skillful teaching with simulation requires educators to be constantly aware of how students experience learning and perceive educators' actions. Because revision of simulation activities considers feedback elicited from students, it is crucial to understand the perspective from which students base their response.
In a Q-methodological approach, 45 nursing students rank-ordered 60 opinion statements about simulation design into a distribution grid.
Factor analysis revealed that nursing students hold five distinct and uniquely personal perspectives-Let Me Show You, Stand By Me, The Agony of Defeat, Let Me Think It Through, and I'm Engaging and So Should You.
Results suggest that nurse educators need to reaffirm that students clearly understand the purpose of each simulation activity. Nurse educators should incorporate presimulation assignments to optimize learning and help allay anxiety. The five perspectives discovered in this study can serve as a tool to discern individual students' learning needs.
精心设计的模拟活动有助于未来护士的教育。运用模拟进行教学需要教育工作者时刻了解学生的学习体验以及对教育工作者行为的认知。由于模拟活动的修订需考虑学生给出的反馈，因此了解学生做出回应的视角至关重要。
采用Q方法，45名护理专业学生将60条关于模拟设计的观点陈述按顺序排列到一个分布网格中。
因素分析显示，护理专业学生持有五种不同且独特的个人观点——“让我展示给你看”“支持我”“失败的痛苦”“让我自己思考”以及“我参与其中，你也应该如此”。
结果表明，护士教育工作者需要再次确认学生清楚理解每项模拟活动的目的。护士教育工作者应纳入模拟前的任务安排，以优化学习并减轻焦虑。本研究中发现的这五种观点可作为一种工具，用于识别个别学生的学习需求。
