Author Affiliations: Assistant Professor, The Valley Foundation School of Nursing, San Jose State University, California.
Nurse Educ. 2019 Nov/Dec;44(6):295-299. doi: 10.1097/NNE.0000000000000643.
This article describes a formative simulation experience designed to prepare prelicensure nursing students to interact with psychiatric patients.
The purpose of this study was to compare the effects of 2 debriefing styles (in-simulation and postsimulation) on nursing students' knowledge, performance, and anxiety related to working with psychiatric patients. The study also explored students' perceptions of the efficacy of in-simulation debriefing.
The study used a quasi-experimental, mixed-method design.
There were no statistically significant differences between groups in knowledge, assessment, or anxiety. However, both groups demonstrated significant gains in all areas.
In-simulation debriefing is an effective tool for teaching therapeutic communication to nursing students.
本文描述了一项形成性模拟体验，旨在使护理专业的学生为与精神科患者互动做好准备。
本研究旨在比较两种讨论方式（模拟中讨论和模拟后讨论）对护理学生与精神科患者合作的知识、表现和焦虑相关的影响。该研究还探讨了学生对模拟中讨论的有效性的看法。
该研究使用了准实验、混合方法设计。
在知识、评估或焦虑方面，两组之间没有统计学上的显著差异。然而，两组在所有领域都表现出显著的提高。
模拟中讨论是向护理学生教授治疗性沟通的有效工具。
