模拟训练助力护理学研究生胜任临床教师角色。
Simulation to Prepare Graduate Nursing Students for Clinical Faculty Role.
作者信息
Forcina Hill Jill M, Woodley Lisa, Goodwin Megan
机构信息
About the Authors Jill M. Forcina Hill, PhD, RN, CNE, CNL, OCN, CHPN, is an assistant professor, University of North Carolina at Chapel Hill School of Nursing, Chapel Hill, North Carolina. Lisa Woodley, MSN, RN, CNE, CHPN, is an assistant professor, University of North Carolina at Chapel Hill School of Nursing. Megan Goodwin, BSN, RN, was a lab operations manager, Education Innovation Simulation Learning Environment, University of North Carolina at Chapel Hill School of Nursing. The authors are grateful to Teresa Shellenbarger, who shared her initial work on the use of simulations in graduate nurse education and allowed the adaptation of scenarios presented in her original publication on the topic. For more information, contact Dr. Forcina Hill at
出版信息
Nurs Educ Perspect. 2018 Sep/Oct;39(5):319-321. doi: 10.1097/01.NEP.0000000000000304.
Limited clinical sites and faculty to teach graduate students to be undergraduate clinical faculty have led to the exploration of innovative teaching strategies. This article describes and evaluates a simulation experience to supplement didactic learning about best clinical teaching practices within a graduate nursing course. Scenarios were created to simulate complex teaching situations with a patient, an undergraduate nursing student, and a clinical faculty member. Evaluations were positive regarding knowledge, performance, self-confidence, critical thinking, and satisfaction. Results of this project support the use of simulation in the preparation of graduate nursing students to become clinical faculty.
临床教学场所和担任本科临床教员的研究生导师数量有限，促使人们探索创新的教学策略。本文描述并评估了一种模拟体验，以补充研究生护理课程中关于最佳临床教学实践的理论学习。通过创设情景来模拟与患者、本科护理学生和临床教员之间复杂的教学情境。评估结果在知识、表现、自信心、批判性思维和满意度方面均为积极。该项目的结果支持在培养研究生护理学生成为临床教员的过程中使用模拟教学法。
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