Luebbert Rebecca, Popkess Ann
Rebecca Luebbert, PhD, RN, PMHCNS-BC, Southern Illinois University Edwardsville, IL, USA
Ann Popkess, PhD, RN, CNE, Southern Illinois University Edwardsville, IL, USA.
J Am Psychiatr Nurses Assoc. 2015 Mar-Apr;21(2):126-33. doi: 10.1177/1078390315580096.
Student nurses identify many barriers to assessing patients' risk for suicide.
This pilot study developed and tested an innovative active learning strategy using simulated standardized patients to determine its effectiveness in teaching suicide assessment skills to a sample of 34 junior and senior baccalaureate nursing students.
This study employed an experimental, two-group posttest design and three National League for Nursing/Laerdal Simulation Evaluation instruments. After reading about suicide assessment, the experimental group was exposed to a simulated standardized patient portraying a suicidal patient. The control group received a recorded lecture on suicide assessment.
The experimental group demonstrated a significant difference in student scores of self-confidence, satisfaction, and student perceptions of the educational practices (active learning, collaboration, and appeal to diverse learning styles) when compared to the lecture format.
Suicide assessment is a critical assessment skill set that can be effectively taught to nursing students using standardized patients.
实习护士发现评估患者自杀风险存在诸多障碍。
本试点研究开发并测试了一种创新的主动学习策略，即使用模拟标准化患者，以确定其对34名本科低年级和高年级护理专业学生样本教授自杀评估技能的有效性。
本研究采用实验性两组后测设计以及三项美国国家护士联盟/挪度模拟评估工具。在阅读有关自杀评估的内容后，实验组接触到一名模拟标准化患者，该患者表现出有自杀倾向。对照组则收听了一段关于自杀评估的录制讲座。
与讲座形式相比，实验组在学生的自信心、满意度以及学生对教育实践（主动学习、协作和对不同学习风格的吸引力）的认知方面，学生成绩存在显著差异。
自杀评估是一套关键的评估技能，可以使用标准化患者有效地教授给护理专业学生。
