Johnston Sandra, Parker Christina N, Fox Amanda
School of Nursing, Queensland University of Technology, Victoria Park Rd. Kelvin Grove, QLD 4059, Australia.
Nurse Educ Today. 2017 Sep;56:52-56. doi: 10.1016/j.nedt.2017.06.011. Epub 2017 Jun 24.
Use of high fidelity simulation has become increasingly popular in nursing education to the extent that it is now an integral component of most nursing programs. Anecdotal evidence suggests that students have difficulty engaging with simulation manikins due to their unrealistic appearance. Introduction of the manikin as a 'real patient' with the use of an audio-visual narrative may engage students in the simulated learning experience and impact on their learning. A paucity of literature currently exists on the use of audio-visual narratives to enhance simulated learning experiences.
This study aimed to determine if viewing an audio-visual narrative during a simulation pre-brief altered undergraduate nursing student perceptions of the learning experience.
A quasi-experimental post-test design was utilised.
A convenience sample of final year baccalaureate nursing students at a large metropolitan university.
Participants completed a modified version of the Student Satisfaction with Simulation Experiences survey. This 12-item questionnaire contained questions relating to the ability to transfer skills learned in simulation to the real clinical world, the realism of the simulation and the overall value of the learning experience. Descriptive statistics were used to summarise demographic information. Two tailed, independent group t-tests were used to determine statistical differences within the categories.
Findings indicated that students reported high levels of value, realism and transferability in relation to the viewing of an audio-visual narrative. Statistically significant results (t=2.38, p<0.02) were evident in the subscale of transferability of learning from simulation to clinical practice. The subgroups of age and gender although not significant indicated some interesting results.
High satisfaction with simulation was indicated by all students in relation to value and realism. There was a significant finding in relation to transferability on knowledge and this is vital to quality educational outcomes.
高保真模拟在护理教育中的应用越来越普遍，如今已成为大多数护理课程不可或缺的一部分。轶事证据表明，由于模拟人体模型外观不逼真，学生在与它们互动时存在困难。通过使用视听叙事将人体模型引入为“真实患者”，可能会使学生参与模拟学习体验并影响他们的学习。目前关于使用视听叙事来增强模拟学习体验的文献较少。
本研究旨在确定在模拟预演期间观看视听叙事是否会改变本科护理学生对学习体验的看法。
采用准实验后测设计。
来自一所大型都市大学的最后一年本科护理专业学生的便利样本。
参与者完成了一份经过修改的《学生对模拟体验的满意度调查》。这份12项问卷包含与将在模拟中学到的技能转移到实际临床环境的能力、模拟的逼真程度以及学习体验的总体价值相关的问题。描述性统计用于总结人口统计学信息。使用双尾独立样本t检验来确定各类别内的统计差异。
研究结果表明，学生在观看视听叙事方面报告了较高的价值、逼真度和可转移性。在从模拟学习到临床实践的可转移性子量表中，有统计学意义的结果（t = 2.38，p < 0.02）很明显。年龄和性别的亚组虽然不显著，但也显示出一些有趣的结果。
所有学生对模拟在价值和逼真度方面都表示高度满意。在知识的可转移性方面有显著发现，这对高质量的教育成果至关重要。
