Erlinger Lisa Rose, Bartlett Andrew, Perez Amelia
is the director of surgical services and director of anesthesia at Wickenburg Community Hospital, Wickenburg, Arizona. Dr Erlinger is also an assistant professor at Midwestern University in Glendale, Arizona.
is a clinical assistant professor in the Department of Agricultural Statistics at the University of Arkansas, Fayetteville, Arkansas.
AANA J. 2019 Apr;87(2):105-109.
Early recognition of intraoperative critical events is essential in optimizing the health outcomes of surgical patients. Use of simulation in nurse anesthesia education allows students to practice recognizing changes in the patient's condition in a safe learning environment. Second- and third-year student registered nurse anesthetists were randomly assigned to 2 groups to explore differences in recognizing intraoperative myocardial infarction (MI) using highfidelity mannequin simulation vs virtual simulation. One group participated in a virtual simulation first, followed by a high-fidelity mannequin simulation. The other group participated in a high-fidelity mannequin simulation first, then virtual simulation. Second-year students recognized an intraoperative MI faster when using high-fidelity mannequin simulation than when using virtual simulation. However, there was no significant difference among third-year students in the time it took to recognize a critical event when using high-fidelity mannequin simulation vs virtual simulation. These findings indicate that both simulation modalities are useful in evaluating student registered nurse anesthetists' timely recognition of intraoperative critical events such as MI. However, for students with less didactic and clinical practicum experience in the program, such as second-year students, the use of high-fidelity mannequin simulation for recognizing an intraoperative MI may be more beneficial than virtual simulation.
早期识别术中关键事件对于优化手术患者的健康结局至关重要。在护士麻醉教育中使用模拟技术可让学生在安全的学习环境中练习识别患者病情的变化。将二年级和三年级的注册护士麻醉专业学生随机分为两组，以探讨使用高仿真人体模型模拟与虚拟模拟识别术中心肌梗死（MI）的差异。一组先参与虚拟模拟，然后进行高仿真人体模型模拟。另一组先参与高仿真人体模型模拟，然后进行虚拟模拟。二年级学生在使用高仿真人体模型模拟时比使用虚拟模拟时能更快识别术中MI。然而，在使用高仿真人体模型模拟与虚拟模拟识别关键事件所需时间方面，三年级学生之间没有显著差异。这些发现表明，两种模拟方式都有助于评估注册护士麻醉专业学生对术中关键事件（如MI）的及时识别能力。然而，对于该项目中教学和临床实习经验较少的学生，如二年级学生，使用高仿真人体模型模拟识别术中MI可能比虚拟模拟更有益。
