基于计算机模拟的交互式沟通教育项目对护理专业学生的效果

Efficacy of the computer simulation-based, interactive communication education program for nursing students.

作者信息

Choi Heeseung, Lee Ujin, Jeon Ye Seul, Kim Chanhee

机构信息

College of Nursing, Seoul National University, Seoul, Republic of Korea; College of Nursing & The Research Institute of Nursing Science, Seoul National University, Seoul, Republic of Korea.

College of Nursing, Seoul National University, Seoul, Republic of Korea.

出版信息

Nurse Educ Today. 2020 May 11;91:104467. doi: 10.1016/j.nedt.2020.104467.

DOI:10.1016/j.nedt.2020.104467

PMID:32464566

Abstract

BACKGROUND

Simulation-based education using standardized patients or high fidelity patient simulators is resource-intensive and can be limited in its consistency and repeatability. Standardized, interactive, and effective computer simulation-based education programs that improve communication skills among nursing students are greatly needed.

OBJECTIVES

This study aimed to (1) compare the efficacy of a computer simulation-based, interactive communication education (ComEd) program and an attention control (AC) program on communication knowledge, learning self-efficacy, and communication efficacy at baseline and twice after the intervention (immediately after and two weeks after); and (2) assess the acceptability and satisfaction of the ComEd reported by the participants.

DESIGN

This study employed a mixed-method, randomized controlled design with repeated measures.

METHODS

Students were recruited from four nursing schools and randomly assigned to either the intervention or AC group. They received either the ComEd or AC program installed on a tablet PC or a desktop computer in the classrooms and completed a 15-item communication knowledge scale, 10-item learning self-efficacy scale, 22-item communication efficacy scale, and 14-item satisfaction scale. In addition, six open-ended questions were used to help participants reflect on their learning experiences and explore their satisfaction with the programs. The Generalized Estimating Equation (GEE) model was the main model employed to examine the effects of the ComEd program over time in comparison with the AC program, and the content analysis method was used for qualitative data.

RESULTS

In total, 131 nursing students (66 in ComEd and 65 in AC) completed the programs and 127 participated through the two-week follow-up test. Compared to the AC group, the ComEd group significantly improved communication knowledge, learning self-efficacy, and communication efficacy; these effects were maintained at two weeks. The ComEd program was well accepted by the participants.

CONCLUSIONS

The ComEd is a promising approach because it is highly accessible, consistent, and repeatable, and has positive learning effects.

摘要

背景

使用标准化病人或高保真病人模拟器进行基于模拟的教育资源密集，且在一致性和可重复性方面可能存在局限。因此，亟需标准化、交互式且有效的基于计算机模拟的教育项目，以提高护生的沟通技巧。

目的

本研究旨在（1）比较基于计算机模拟的交互式沟通教育（ComEd）项目与注意力控制（AC）项目在基线时以及干预后两次（干预后即刻和两周后）对沟通知识、学习自我效能感和沟通效能的影响；（2）评估参与者对ComEd项目的可接受性和满意度。

设计

本研究采用混合方法、随机对照设计并重复测量。

方法

从四所护理院校招募学生，随机分配至干预组或AC组。他们在教室中通过平板电脑或台式电脑接受ComEd项目或AC项目，并完成一份包含15项的沟通知识量表、一份包含10项的学习自我效能感量表、一份包含22项的沟通效能量表以及一份包含14项的满意度量表。此外，使用六个开放式问题帮助参与者反思学习经历并探索他们对项目的满意度。广义估计方程（GEE）模型是用于检验ComEd项目与AC项目相比随时间变化的影响的主要模型，定性数据采用内容分析法。