Eyikara Evrim, Baykara Zehra Göçmen
Gazi University, Faculty of Health Science, Department of Nursing, Ankara, Turkey.
Gazi University, Faculty of Health Science, Department of Nursing, Ankara, Turkey.
Nurse Educ Today. 2018 Jan;60:101-106. doi: 10.1016/j.nedt.2017.09.023. Epub 2017 Oct 13.
The acquisition of cognitive, affective and psychomotor knowledge and skills are required in nursing, made possible via an interactive teaching method, such as simulation.
This study conducted to identify the impact of simulation on first-year nursing students' ability to learn vital signs.
A convenience sample of 90 first-year nursing students enrolled at a University, Ankara, in 2014-2015.
Ninety students enrolled for lessons on the "Fundamentals of Nursing" were identified using a simple random sampling method. The students were taught vital signs theory via traditional methods. They were grouped into experimental 1, experimental 2 and control group, of 30 students each. Students in the experimental 1 group attended sessions on simulation and those in the experimental 2 group sessions on laboratory work, followed by simulation. The control group were taught via traditional methods and only attended the laboratory work sessions. The students' cognitive knowledge acquisition was evaluated using a knowledge test before and after the lessons. The ability to measure vital signs in adults (healthy ones and patients) was evaluated using a skill control list.
A statistically significant difference was not observed between the groups in terms of the average pre-test scores on knowledge (p>0.050). Groups exposed to simulation obtained statistically significantly higher scores than the control group in post-test knowledge (p<0.050). The ability of the groups exposed to simulation to measure vital signs in healthy adults and patients was more successful than that the control group (p<0.050). This was statistically significant.
Simulation had a positive effect on the ability of nursing students to measure vital signs. Thus, simulation should be included in the mainstream curriculum in order to effectively impart nursing knowledge and skills.
护理工作需要获取认知、情感和心理运动方面的知识与技能，通过模拟等互动教学方法可实现这一目标。
本研究旨在确定模拟教学对一年级护理专业学生学习生命体征能力的影响。
选取了2014 - 2015年在安卡拉一所大学就读的90名一年级护理专业学生作为便利样本。
采用简单随机抽样法选取90名注册参加“护理学基础”课程的学生。通过传统方法向学生讲授生命体征理论。将学生分为实验1组、实验2组和对照组，每组30名学生。实验1组学生参加模拟课程，实验2组学生先参加实验室操作课程，然后参加模拟课程。对照组通过传统方法授课，仅参加实验室操作课程。在课程前后使用知识测试评估学生的认知知识获取情况。使用技能控制清单评估在成人（健康者和患者）身上测量生命体征的能力。
在知识测试前的平均分数方面，各组之间未观察到统计学上的显著差异（p>0.050）。在知识测试后，接受模拟教学的组获得的分数在统计学上显著高于对照组（p<0.050）。接受模拟教学的组在健康成人和患者身上测量生命体征的能力比对照组更成功（p<0.050）。这具有统计学显著性。
模拟教学对护理专业学生测量生命体征的能力有积极影响。因此，应将模拟教学纳入主流课程，以有效传授护理知识和技能。
