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Nurse Educ Today. 2018 Oct;69:122-127. doi: 10.1016/j.nedt.2018.07.007. Epub 2018 Jul 17.
Undergraduate nursing programs continuously strive to improve student learning outcomes within the simulation lab experience. As a result, simulation labs are evaluating computer-based simulation programs to engage the millennial student learner.
Examine undergraduate nursing student perceptions and experiences when given a computer-based simulation program as a preparation prior to their simulated lab experience.
A mixed method strategy was used to evaluate the data. Eighty-two senior undergraduate nursing students voluntarily participated in the study and completed the preparation program prior to the students' simulated lab experience. Measures included a retrospective/pretest survey of past simulated experience and posttest survey with focus groups, after the first and last simulation debriefing of the semester. Quantitative and qualitative data were collected and evaluated as separate perspectives and then merged.
Analysis of the numeric data suggested the introductory program positively enhanced learning. Narrative data elicited six themes: improved prioritization, role modeled nursing care, individualized preparedness, engaged critical thinking, decreased level of anxiety and increased confidence in the lab. Quantitative and qualitative perspectives suggested that reinforcement of learned concepts through the computer-based simulation scenarios were central to positive student performance during the simulation lab experience.
Preparatory computer-based simulation programs improved simulation lab experiences by encouraging individualization of student learning and was found to be an effective marker to improve student learning.
本科护理课程一直在努力提高学生在模拟实验室体验中的学习成果。因此，模拟实验室正在评估基于计算机的模拟程序，以吸引千禧一代的学生学习者。
考察本科护理学生在接受基于计算机的模拟程序作为模拟实验室体验之前的准备时的认知和体验。
采用混合方法策略来评估数据。82 名高级本科护理学生自愿参加了这项研究，并在模拟实验室体验之前完成了准备计划。措施包括对过去模拟经验的回顾/前测调查和后测调查，以及在学期第一次和最后一次模拟汇报后进行焦点小组讨论。收集并评估了定量和定性数据，作为单独的观点，然后合并。
对数值数据的分析表明，入门课程积极地促进了学习。叙事数据引出了六个主题：提高了优先级、为护理提供了模型、个性化的准备、激发了批判性思维、降低了焦虑程度以及增强了在实验室的信心。定量和定性的观点表明，通过基于计算机的模拟场景来强化所学概念对于提高学生在模拟实验室体验中的表现至关重要。
准备性的基于计算机的模拟程序通过鼓励学生学习的个性化，提高了模拟实验室的体验，并且被发现是提高学生学习的有效标志。
