Victor Joyce
J Nurs Educ. 2017 Dec 1;56(12):733-736. doi: 10.3928/01484834-20171120-05.
Available models for designing the structure of specific simulation-based learning (SBL) activities need further analysis.
This retrospective study was conducted using independent samples t tests to examine differences in mean clinical nursing judgment development scores between students who completed a nursing program prior to the introduction of an experiential learning theory (ELT)-based simulation design and students who completed the program after the adoption of its use for all scenario-based SBL activities.
Results showed a significant increase in clinical nursing judgment at both the beginning and end of a baccalaureate program in which all scenario-based SBL used an ELT design.
Consistency with International Nursing Association for Clinical Simulation and Learning standards of best practice and the use of ELT in SBL can improve student outcomes by fostering the development of clinical nursing judgment. [J Nurs Educ. 2017;56(12):733-736.].
用于设计特定基于模拟的学习（SBL）活动结构的现有模型需要进一步分析。
本回顾性研究采用独立样本t检验，以检验在引入基于体验式学习理论（ELT）的模拟设计之前完成护理课程的学生与在将其用于所有基于场景的SBL活动之后完成该课程的学生之间临床护理判断发展平均得分的差异。
结果显示，在所有基于场景的SBL均采用ELT设计的学士学位课程开始和结束时，临床护理判断均有显著提高。
与国际临床模拟与学习护理协会最佳实践标准保持一致，并在SBL中使用ELT，可通过促进临床护理判断的发展来改善学生的学习成果。[《护理教育杂志》。2017年；56(12):733 - 736。]
