East Leah, Hutchinson Marie
School of Nursing and Midwifery, Deakin University, Geelong, Victoria 3220, Australia.
School of Health and Human Sciences, Southern Cross University, Lismore, NSW 2480, Australia.
Nurse Educ Today. 2015 Dec;35(12):1252-6. doi: 10.1016/j.nedt.2015.04.009. Epub 2015 Apr 27.
Simulation is frequently being used as a learning and teaching resource for both undergraduate and postgraduate students, however reporting of the effectiveness of simulation particularly within the pharmacology context is scant.
The aim of this pilot study was to evaluate a filmed simulated pharmacological clinical scenario as a teaching resource in an undergraduate pharmacological unit.
Pilot cross-sectional quantitative survey.
An Australian university.
32 undergraduate students completing a healthcare degree including nursing, midwifery, clinical science, health science, naturopathy, and osteopathy.
As a part of an undergraduate online pharmacology unit, students were required to watch a filmed simulated pharmacological clinical scenario. To evaluate student learning, a measurement instrument developed from Bloom's cognitive domains (knowledge, comprehension, application, analysis, synthesis and evaluation) was employed to assess pharmacological knowledge conceptualisation and knowledge application within the following fields: medication errors; medication adverse effects; medication interactions; and, general pharmacology.
The majority of participants were enrolled in an undergraduate nursing or midwifery programme (72%). Results demonstrated that the majority of nursing and midwifery students (56.52%) found the teaching resource complementary or more useful compared to a lecture although less so compared to a tutorial. Students' self-assessment of learning according to Bloom's cognitive domains indicated that the filmed scenario was a valuable learning tool. Analysis of variance indicated that health science students reported higher levels of learning compared to midwifery and nursing.
Students' self-report of the learning benefits of a filmed simulated clinical scenario as a teaching resource suggest enhanced critical thinking skills and knowledge conceptualisation regarding pharmacology, in addition to being useful and complementary to other teaching and learning methods.
模拟教学经常被用作本科生和研究生的学习资源，然而，关于模拟教学效果的报告，尤其是在药理学背景下的报告却很少。
本试点研究的目的是评估一段录制的模拟药理学临床场景作为本科药理学课程教学资源的效果。
试点横断面定量调查。
一所澳大利亚大学。
32名完成医疗保健学位的本科生，包括护理、助产、临床科学、健康科学、自然疗法和整骨疗法专业。
作为本科在线药理学课程的一部分，学生们被要求观看一段录制的模拟药理学临床场景。为了评估学生的学习情况，使用了一种基于布鲁姆认知领域（知识、理解、应用、分析、综合和评价）开发的测量工具，来评估在以下领域的药理学知识概念化和知识应用：用药错误；药物不良反应；药物相互作用；以及一般药理学。
大多数参与者就读于本科护理或助产专业（72%）。结果表明，大多数护理和助产专业的学生（56.52%）认为该教学资源与讲座相比具有互补性或更有用，尽管与辅导课相比效果稍逊。学生根据布鲁姆认知领域对学习的自我评估表明，录制的场景是一种有价值的学习工具。方差分析表明，与助产和护理专业的学生相比，健康科学专业的学生报告的学习水平更高。
学生对录制模拟临床场景作为教学资源的学习益处的自我报告表明，这不仅对其他教学方法有用且具有互补性之外，还能提高批判性思维能力以及药理学知识概念化水平。
