Hansen Jamie, Bratt Marilyn
Author Affiliations: Clinical Assistant Professor, Carroll University, Waukesha (Dr Hansen); and Associate Professor, Marquette University, Milwaukee (Dr Bratt), Wisconsin.
Nurse Educ. 2017 Sep/Oct;42(5):231-235. doi: 10.1097/NNE.0000000000000364.
Two different sequences of blocks of simulated and clinical practicum learning experiences compared the clinical competency development of nursing students using a randomized crossover design. Competency was measured 3 times: after each block of simulated and clinical experiences and after a final simulated experience. No significant differences in competency scores between the 2 groups across the 3 time points were found. Using alternative models of clinical and simulation learning may help address barriers to the delivery of clinical education faced by schools of nursing.
采用随机交叉设计，两组不同顺序的模拟和临床实习学习经历模块，对护理专业学生的临床能力发展进行了比较。在每次模拟和临床经历模块结束后以及最后一次模拟经历之后，对能力进行了3次测量。在3个时间点上，两组之间的能力得分没有发现显著差异。采用临床和模拟学习的替代模式可能有助于解决护理学院在提供临床教育方面面临的障碍。
