Norman Jamil
Walden University, School of Nursing, 100 Washington Avenue South Suite 900, Minneapolis, MN 55401, United States.
Nurse Educ Pract. 2018 Jan;28:242-247. doi: 10.1016/j.nepr.2017.10.025. Epub 2017 Oct 28.
The objective of the study was to examine differences in learning outcomes, in students in the role of observer, using an observation guide and those without an observation guide during a simulation-based learning experience. The study design was quasi-experimental and included statistical analysis of variance (ANOVA) and independent t-tests to identify differences in learning outcomes. No significant improvement in knowledge, self-confidence, or collaboration was noted between baccalaureate nursing students (n = 121) using an Observation Guide (n = 62). However, students utilizing an Observation Guide were more satisfied with the Simulation-based Learning (SBL) experience (t (117) = 2.518, p = 0.013), although effect size was small (r = 0.05). Challenges such as decreases in clinical placement sites and increased student enrollment, indicate a need for improvements in implementation of SBL for student observers.
本研究的目的是，在基于模拟的学习体验中，考察使用观察指南的学生观察员与未使用观察指南的学生观察员在学习成果上的差异。本研究设计为准实验性研究，包括方差分析（ANOVA）和独立t检验，以确定学习成果的差异。在使用观察指南的本科护理专业学生（n = 121，其中使用观察指南的学生n = 62）中，未发现知识、自信心或协作方面有显著改善。然而，使用观察指南的学生对基于模拟的学习（SBL）体验更满意（t(117) = 2.518，p = 0.013），尽管效应量较小（r = 0.05）。临床实习地点减少和学生入学人数增加等挑战表明，需要改进针对学生观察员的SBL实施情况。
