Author Affiliations: Assistant Professor (Ms Besse) and Instructor (Ms Zdunich), College of Nursing, University of Saskatchewan, Saskatoon, Saskatchewan; and Associate Dean (Ms Vogelsang), Centre for Health and Wellness, Lethbridge College, Lethbridge, Alberta, Canada.
Nurse Educ. 2020 Nov/Dec;45(6):339-342. doi: 10.1097/NNE.0000000000000832.
Although nursing students practice skills in labs as part of the curriculum, many report feeling anxious and unprepared for their first clinical experience.
A capstone lab, integrating gaming with simulation, was implemented to assimilate previous learning and promote critical thinking before beginning clinical experiences.
Second-year baccalaureate nursing students participated in a gamified lab with simulated scenarios working in teams in various roles to manage patient situations. Remediation opportunities throughout the lab and formal structured debriefing further maximized their learning.
Students reported the lab was beneficial. Most students found the lab "stressful, but in a good way," which challenged them to apply previous learning. Most students cited reduced anxiety and increased confidence for practice after the labs.
Integrating gaming with simulated scenarios maintained student engagement while encouraging critical thinking and knowledge synthesis to better prepare them for clinical experiences.
尽管护理专业的学生在课程中会在实验室里练习技能，但许多人表示在第一次临床实习前感到焦虑和准备不足。
为了在开始临床实习前整合之前的学习并促进批判性思维，我们实施了一项顶点实验室计划，将游戏与模拟相结合。
二年级护理专业的学生以小组形式参与了一个以游戏为基础的实验室，模拟各种角色以管理患者情况。实验室还提供了多次补救机会和正式的结构化讨论，以最大程度地提高学生的学习效果。
学生们表示实验室很有帮助。大多数学生认为实验室“有压力，但也是好事”，因为这让他们有机会应用之前的学习成果。大多数学生表示，在实验室之后，他们的焦虑感降低了，对实践的信心增强了。
将游戏与模拟场景相结合，在鼓励批判性思维和知识综合的同时保持了学生的参与度，从而更好地为他们的临床实习做好准备。
