Yun So Young, Choi Ja Yun
College of Nursing, Chonnam National University, Gwangju, Korea.
J Korean Acad Nurs. 2019 Feb;49(1):92-103. doi: 10.4040/jkan.2019.49.1.92.
This study aimed to compare the effects of simulation integrated with problem based learning (S-PBL) according to the sequences of problem-based learning (PBL) and high fidelity simulation training (HFS) on knowledge, clinical performance, clinical judgment, self-confidence, and satisfaction in fourth-grade nursing students.
In this randomized crossover design study, four S-PBLs on medical-surgical nursing were applied alternatively to two randomly-assigned groups of 26 senior nursing students for 8 weeks. The collected data were analyzed using an independent t-test.
The method of administering PBL prior to HFS led to significantly higher scores on knowledge (t=2.28, =.025) as compared to the method of administering HFS prior to PBL. However, the latter method led to significantly higher scores on clinical performance (t=-6.49, <.001) and clinical judgment (t=-4.71, <.001) as compared to the method of administering PBL prior to HFS. There were no differences in the effect of the two methods on self-confidence (t=1.53, =.128) and satisfaction (t=1.28, =.202).
The integration sequences of S-PBL was associated with different learning outcomes. Therefore, when implementing S-PBL, it is necessary to consider the educational goal to executes an appropriate sequence of integration.
本研究旨在比较基于问题的学习（PBL）和高保真模拟训练（HFS）的顺序相结合的模拟教学法（S-PBL）对四年级护理专业学生的知识、临床技能、临床判断、自信心和满意度的影响。
在这项随机交叉设计研究中，将四个关于内科-外科护理的S-PBL交替应用于两组随机分配的26名高年级护理专业学生，为期8周。收集的数据采用独立样本t检验进行分析。
与先进行HFS再进行PBL的方法相比，先进行PBL再进行HFS的方法在知识得分上显著更高（t=2.28，P=.025）。然而，与先进行PBL再进行HFS的方法相比，后一种方法在临床技能（t=-6.49，P<.001）和临床判断（t=-4.71，P<.001）得分上显著更高。两种方法在自信心（t=1.53，P=.128）和满意度（t=1.28，P=.202）方面的效果没有差异。
S-PBL的整合顺序与不同的学习结果相关。因此，在实施S-PBL时，有必要考虑教育目标以执行适当的整合顺序。
