Kim Eunsook
Department of Nursing, College of Health Sciences, Cheongju University, 298, Daesung-ro, Cheongwon-gu, Cheongju 28503, Chungcheongbuk-do, South Korea.
Nurse Educ Today. 2018 Feb;61:258-263. doi: 10.1016/j.nedt.2017.12.003. Epub 2017 Dec 10.
Simulation education is a learning method for improving self-efficacy and critical thinking skills. However, not much study has been done on how to use it for education on emergency cardiac arrest situations, for which a multidisciplinary team approach is required.
This study investigated the effects of simulation education on nursing students' self-efficacy and critical thinking skills in emergency cardiac arrest situations.
A quasi-experimental research approach with a crossover design was used to compare two types of simulation instruction methods.
This study was conducted with 76 nursing students divided into two groups by order of instruction methods, in November and December 2016.
Both groups of participants experienced a simulation lesson based on the same emergency scenario. Group A first completed a roleplay of an emergency cardiac arrest situation in a clinical setting, while Group B first listened to a lecture on the procedure. After ten days, Group A repeated the simulation exercise after listening to the lecture, while Group B completed the simulation exercise after the roleplay. The students' self-efficacy and critical thinking skills were measured using a questionnaire before and after each session.
In the first session, self-efficacy and critical thinking skills scores increased greatly from pretest to posttest for Group A in comparison to Group B; no statistically significant difference was found between the two groups. In the second session, Group B showed a significant increase between pretest and posttest, while Group A showed no significant difference.
Conducting the simulation exercise after the roleplay was a more effective teaching method than conducting it after the lecture. Moreover, having the nursing students assume various roles in realistic roleplay situations combined with simulation exercises led to a deeper understanding of clinical situations and improved their self-efficacy and critical thinking skills.
模拟教育是一种用于提高自我效能感和批判性思维能力的学习方法。然而，关于如何将其用于心脏骤停紧急情况的教育，目前相关研究较少，而心脏骤停紧急情况的处理需要多学科团队协作。
本研究探讨模拟教育对护理专业学生在心脏骤停紧急情况中的自我效能感和批判性思维能力的影响。
采用交叉设计的准实验研究方法，比较两种模拟教学方法。
本研究于2016年11月和12月进行，76名护理专业学生按教学方法顺序分为两组。
两组参与者都经历了基于相同紧急情况场景的模拟课程。A组首先在临床环境中完成心脏骤停紧急情况的角色扮演，而B组首先听取关于操作流程的讲座。十天后，A组在听完讲座后重复模拟练习，而B组在完成角色扮演后进行模拟练习。在每次课程前后，使用问卷测量学生的自我效能感和批判性思维能力。
在第一阶段，与B组相比，A组从测试前到测试后的自我效能感和批判性思维能力得分大幅提高；两组之间未发现统计学上的显著差异。在第二阶段，B组在测试前和测试后有显著提高，而A组没有显著差异。
角色扮演后进行模拟练习比讲座后进行模拟练习是一种更有效的教学方法。此外，让护理专业学生在现实的角色扮演情境中承担各种角色并结合模拟练习，能使他们对临床情况有更深入的理解，并提高他们的自我效能感和批判性思维能力。
