Reid-Searl Kerry, O'Neill Barbara
J Nurs Educ. 2017 Sep 1;56(9):572-574. doi: 10.3928/01484834-20170817-12.
Nursing students learn to toilet, shower, and dress patients in the clinical laboratory with simulation modalities that lack the realism necessary to address the fears, values, and beliefs of nudity and intimate contact with patients.
A high-fidelity Mask-Ed™ (KRS [Knowledgeable, Realistic, Spontaneous] simulation) intervention was developed and piloted with first-year nursing students around patient showering to increase confidence and skills around intimate care.
Students initially felt intimidated, awkward, nervous, and anxious about showering patients; however, after the Mask-Ed simulation, 93% reported feeling more confident and having insight into the patient experience. The realism of the scenario was a contributing factor.
Mask-Ed provides a platform for the educator to create realistic scenarios around intimate care that help students prepare, on many levels, for their initial clinical experiences. [J Nurs Educ. 2017;56(9):572-574.].
护理专业学生在临床实验室通过模拟方式学习为患者进行如厕、淋浴和穿衣护理，而这些模拟方式缺乏应对患者裸体及亲密接触时的恐惧、价值观和信念所需的真实感。
开发了一种高保真Mask-Ed™（KRS[知识渊博、逼真、自然]模拟）干预措施，并围绕患者淋浴对一年级护理专业学生进行试点，以增强他们在亲密护理方面的信心和技能。
学生们最初对为患者淋浴感到 intimidated（原文未给出对应中文释义，可理解为“胆怯”）、尴尬、紧张和焦虑；然而，在进行Mask-Ed模拟后，93%的学生表示感觉更有信心，并且对患者体验有了更深入的了解。情景的真实感是一个促成因素。
Mask-Ed为教育工作者提供了一个平台，以创建围绕亲密护理的逼真情景，帮助学生在多个层面为其初次临床体验做好准备。[《护理教育杂志》。2017年；56(9):572 - 574。]
