School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, Queensland 4131, Australia.
Menzies Health Institute Queensland, Griffith University and Princess Alexandra Hospital, Brisbane, Australia.
Nurse Educ Today. 2018 Jul;66:96-102. doi: 10.1016/j.nedt.2018.04.012. Epub 2018 Apr 18.
The provision of simulation to enhance learning is becoming common practice as clinical placement becomes harder to secure within Bachelor of Nursing programs. The use of simulation videos within a blended learning platform enables students to view best practice and provides relevant links between theory and practice. Four simulation videos depicting family assessment viewed by a cohort of Australian undergraduate nursing students were evaluated. These videos were professionally developed using actors and experienced family nurses. Surveys were used to explore the students' self-assessed knowledge, confidence and learning preferences before and after exposure to blended learning resources. Students' engagement with the simulated videos was captured via the Learning Management System. Time 1 survey was completed by 163 students and Time 2 by 91 students. There was a significant increase in students' perceived knowledge of family theory Item 1 from a mean 4.13 (SD = 1.04) at Time 1 to 4.74 (SD = 0.89) (Z = -4.54 p < 0.001) at Time 2; Item 2- Knowledge of family assessment improved from mean 3.91 (SD = 1.02) at Time 1 to 4.90 (SD = 0.67) (Z = -7.86 p < 0.001) at Time 2. Also a significant increase in their confidence undertaking family assessment Item 5 from a mean 3.55 (SD = 1.14) at Time 1 to 4.44 (SD = 0.85) (Z = -6.12 p < 0.001) at Time 2. The students watched the videos an average of 1.9 times. The simulated videos as a blended learning resource increases the students' understanding of family assessment and is worth incorporating into future development of courses.
随着护理学士学位课程临床实习越来越难获得，模拟教学作为一种增强学习效果的手段已变得普遍。在混合学习平台中使用模拟视频使学生能够观看最佳实践，并提供理论与实践之间的相关链接。评估了一组澳大利亚本科护理学生观看的四个描述家庭评估的模拟视频。这些视频是由演员和经验丰富的家庭护士专业制作的。在接触混合学习资源之前和之后，使用调查来探索学生的自我评估知识、信心和学习偏好。通过学习管理系统捕捉学生对模拟视频的参与度。时间 1 调查由 163 名学生完成，时间 2 调查由 91 名学生完成。学生对家庭理论项目 1 的感知知识显著增加，从时间 1 的平均 4.13（SD=1.04）增加到时间 2 的 4.74（SD=0.89）（Z=-4.54，p<0.001）；项目 2-家庭评估知识从时间 1 的平均 3.91（SD=1.02）增加到时间 2 的 4.90（SD=0.67）（Z=-7.86，p<0.001）。他们对进行家庭评估的信心也显著提高，从时间 1 的平均 3.55（SD=1.14）增加到时间 2 的 4.44（SD=0.85）（Z=-6.12，p<0.001）。学生平均观看视频 1.9 次。作为混合学习资源的模拟视频增加了学生对家庭评估的理解，值得纳入未来课程的开发中。
