低风险模拟期间学生表现的相关因素
Correlates of Student Performance during Low Stakes Simulation.
作者信息
Burbach Beth E, Struwe Leeza A, Young Lufei, Cohen Marlene Z
机构信息
University of Nebraska Medical Center, College of Nursing Northern Division Northern Division, USA.
University of Nebraska Medical Center, College of Nursing, Lincoln Division, USA.
出版信息
J Prof Nurs. 2019 Jan-Feb;35(1):44-50. doi: 10.1016/j.profnurs.2018.06.002. Epub 2018 Jun 2.
BACKGROUND
Simulation plays a vital role in nursing education, however, modifiable factors influencing students' simulation performance have not been sufficiently examined. The purpose of this study was examine relationships among anxiety, self-efficacy, nursing knowledge, and performance during simulation.
METHODS
The study used a mixed-methods design. Anxiety, self-efficacy, academic achievement, and performance during simulation were measured quantitatively; correlations between key variables were calculated. Qualitative data were collected during post-simulation debriefing and triangulated to inform quantitative findings.
RESULTS
Significant relationships were identified between knowledge of nursing care and simulation performance. Student qualitative reports of heightened anxiety and lack of confidence and uncertainty contrasted from quantitative measures. Potential reasons for this finding were explored.
CONCLUSIONS
The relationship between knowledge of nursing care and simulation performance supports the effectiveness of simulation as a means to evaluate the application of knowledge in a clinical laboratory setting. Further research is needed to explain the complex relationships between anxiety, self-efficacy, and performance during simulation.
背景
模拟在护理教育中起着至关重要的作用，然而，影响学生模拟表现的可调节因素尚未得到充分研究。本研究的目的是探讨模拟过程中焦虑、自我效能感、护理知识与表现之间的关系。
方法
本研究采用混合方法设计。对模拟过程中的焦虑、自我效能感、学业成绩和表现进行定量测量；计算关键变量之间的相关性。在模拟后汇报期间收集定性数据，并进行三角验证以补充定量研究结果。
结果
确定了护理知识与模拟表现之间存在显著关系。学生关于焦虑加剧、缺乏信心和不确定性的定性报告与定量测量结果形成对比。探讨了这一发现的潜在原因。
结论
护理知识与模拟表现之间的关系支持了模拟作为评估知识在临床实验室环境中应用的一种手段的有效性。需要进一步研究来解释模拟过程中焦虑、自我效能感和表现之间的复杂关系。
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