将同伴促进与中等保真度的本科护生主导模拟体验相结合。
Incorporating peer-to-peer facilitation with a mid-level fidelity student led simulation experience for undergraduate nurses.
作者信息
Curtis Elizabeth, Ryan Colleen, Roy Sherre, Simes Tracey, Lapkin Samuel, O'Neill Barbara, Faithfull-Byrne Annette
机构信息
Central Queensland University, Australia.
Sunshine Coast Hospital & Health Service, Australia.
出版信息
Nurse Educ Pract. 2016 Sep;20:80-4. doi: 10.1016/j.nepr.2016.07.003. Epub 2016 Aug 1.
BACKGROUND
The aim of this study was to evaluate peer-to-peer facilitated student led mid-level fidelity simulation experiences.
METHODS
Second and third year nursing students (N = 637) were invited to complete a 16-item 6-point Likert scale questionnaire after the simulation experience.
RESULTS
Students reported high self-confidence in their nursing skills (M = 4.14, SD = 0.92) and a high level of satisfaction in the learning they received during the peer-to-peer facilitated student led simulation experience (M = 4.42, SD = 0.93).
CONCLUSION
Using peer-to-peer teaching strategies during student led simulation experience is an effective approach for ensuring active engagement of all learners during midlevel fidelity group-based simulations and has the potential for broad applicability.
背景
本研究的目的是评估同伴促进的学生主导的中等保真度模拟体验。
方法
邀请二年级和三年级护理专业学生（N = 637）在模拟体验后完成一份16项6点李克特量表问卷。
结果
学生们报告称，他们对自己的护理技能有很高的自信心（M = 4.14，标准差 = 0.92），并且对在同伴促进的学生主导模拟体验中所获得的学习有很高的满意度（M = 4.42，标准差 = 0.93）。
结论
在学生主导的模拟体验中使用同伴教学策略是确保所有学习者在中等保真度的小组模拟中积极参与的有效方法，并且具有广泛应用的潜力。
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