Gore Teresa
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Int J Nurs Educ Scholarsh. 2017 Jun 15;14(1):/j/ijnes.2017.14.issue-1/ijnes-2017-0012/ijnes-2017-0012.xml. doi: 10.1515/ijnes-2017-0012.
The purpose of this study was to explore the relationship of baccalaureate nursing students' (BSN) perceived learning effectiveness using the Clinical Learning Environments Comparison Survey of different levels of fidelity simulation and traditional clinical experiences. A convenience sample of 103 first semester BSN enrolled in a fundamental/assessment clinical course and 155 fifth semester BSN enrolled in a leadership clinical course participated in this study. A descriptive correlational design was used for this cross-sectional study to evaluate students' perceptions after a simulation experience and the completion of the traditional clinical experiences. The subscales measured were communication, nursing leadership, and teaching-learning dyad. No statistical differences were noted based on the learning objectives. The communication subscale showed a tendency toward preference for traditional clinical experiences in meeting students perceived learning for communication. For student perceived learning effectiveness, faculty should determine the appropriate level of fidelity in simulation based on the learning objectives.
本研究的目的是通过使用不同逼真度模拟和传统临床经验的临床学习环境比较调查，探讨本科护理学生（BSN）感知到的学习效果之间的关系。103名参加基础/评估临床课程的第一学期BSN学生和155名参加领导力临床课程的第五学期BSN学生组成的便利样本参与了本研究。本横断面研究采用描述性相关设计，以评估学生在模拟体验和完成传统临床经验后的看法。所测量的子量表包括沟通、护理领导力和教学二元组。基于学习目标未发现统计学差异。沟通子量表显示，在满足学生对沟通的感知学习方面，倾向于偏好传统临床经验。对于学生感知到的学习效果，教师应根据学习目标确定模拟的适当逼真度水平。
