Zapko Karen A, Ferranto Mary Lou Gemma, Blasiman Rachael, Shelestak Debra
Kent State University at Salem, 2491 State Route 45 South, Salem, OH 44460, United States.
2491 State Route 45 South, Salem, OH 44460, United States.
Nurse Educ Today. 2018 Jan;60:28-34. doi: 10.1016/j.nedt.2017.09.006. Epub 2017 Sep 20.
The National League for Nursing (NLN) has endorsed simulation as a necessary teaching approach to prepare students for the demanding role of professional nursing. Questions arise about the suitability of simulation experiences to educate students. Empirical support for the effect of simulation on patient outcomes is sparse. Most studies on simulation report only anecdotal results rather than data obtained using evaluative tools.
The aim of this study was to examine student perception of best educational practices in simulation and to evaluate their satisfaction and self-confidence in simulation.
This study was a descriptive study designed to explore students' perceptions of the simulation experience over a two-year period. Using the Jeffries framework, a Simulation Day was designed consisting of serial patient simulations using high and medium fidelity simulators and live patient actors.
The setting for the study was a regional campus of a large Midwestern Research 2 university.
The convenience sample consisted of 199 participants and included sophomore, junior, and senior nursing students enrolled in the baccalaureate nursing program.
The Simulation Days consisted of serial patient simulations using high and medium fidelity simulators and live patient actors. Participants rotated through four scenarios that corresponded to their level in the nursing program. Data was collected in two consecutive years. Participants completed both the Educational Practices Questionnaire (Student Version) and the Student Satisfaction and Self-Confidence in Learning Scale.
Results provide strong support for using serial simulation as a learning tool. Students were satisfied with the experience, felt confident in their performance, and felt the simulations were based on sound educational practices and were important for learning.
Serial simulations and having students experience simulations more than once in consecutive years is a valuable method of clinical instruction. When conducted well, simulations can lead to increased student satisfaction and self-confidence.
美国国家护士联盟（NLN）认可模拟作为一种必要的教学方法，以使学生为专业护理的艰巨角色做好准备。关于模拟体验对学生教育的适用性存在一些问题。模拟对患者结局影响的实证支持很少。大多数关于模拟的研究仅报告轶事性结果，而非使用评估工具获得的数据。
本研究的目的是考察学生对模拟中最佳教育实践的看法，并评估他们在模拟中的满意度和自信心。
本研究是一项描述性研究，旨在探索学生在两年期间对模拟体验的看法。使用杰弗里斯框架，设计了一个模拟日，包括使用高保真和中保真模拟器以及真实患者演员进行系列患者模拟。
研究背景是一所大型中西部研究型二类大学的地区校区。
便利样本包括199名参与者，其中有就读于护理学学士学位课程的大二、大三和大四护理专业学生。
模拟日包括使用高保真和中保真模拟器以及真实患者演员进行系列患者模拟。参与者轮流参与四个与他们在护理课程中的水平相对应的场景。数据连续两年收集。参与者完成了《教育实践问卷》（学生版）和《学习中的学生满意度和自信心量表》。
结果为使用系列模拟作为学习工具提供了有力支持。学生对该体验感到满意，对自己的表现有信心，并认为模拟基于合理的教育实践且对学习很重要。
系列模拟以及让学生连续多年多次体验模拟是一种有价值的临床教学方法。如果实施得当，模拟可以提高学生的满意度和自信心。
