School of Nursing, Chung Shan Medical University, Taichung 40201, Taiwan.
Department of Nursing, Chung Shan Medical University Hospital, Taichung 40201, Taiwan.
Int J Environ Res Public Health. 2020 Jun 26;17(12):4612. doi: 10.3390/ijerph17124612.
The study intended to combine team-oriented, problem-based learning (PBL) with emergency-care simulation to investigate whether an integrative intervention could positively impact the core nursing competencies and teacher performance of nursing students.
The study belonged to the domain of action research, which aimed to address the weaknesses of traditional teacher-led, lecture-based learning. An 18-week, single-case experimental design, in which 58 senior nursing students at a medical university in central Taiwan participated, was conducted to test the possible benefits of the intervention. The measures included the Scale of Core Nursing Competencies and the Teacher Performance Evaluation Scale.
The research results showed that nursing students who received integrative training that combined team-based PBL with emergency-care scenario simulation had stronger mastery over core nursing competencies. At the same time, they also evaluated both the "Emergency Care" course for which the curriculum was used and the teachers' performance in that course more highly.
The findings suggest that an integrative curriculum combining team-based PBL with scenario simulation is worth pursuing. Compared with traditional teacher-led, lecture-based teaching, this curriculum may be more effective in helping nursing students develop core competencies in their field.
本研究旨在将团队导向的问题学习（PBL）与急救模拟相结合，以调查综合性干预是否能积极影响护理学生的核心护理能力和教师表现。
本研究属于行动研究领域，旨在解决传统以教师为主导的讲授式学习的弱点。在一项为期 18 周的单案例实验设计中，台湾中部一所医科大学的 58 名护理专业高年级学生参与了研究，以测试干预措施的可能益处。研究采用的措施包括核心护理能力量表和教师绩效评估量表。
研究结果表明，接受团队导向的 PBL 与急救场景模拟相结合的综合培训的护理学生对核心护理能力的掌握更强。同时，他们对所使用的课程“急救护理”和教师在该课程中的表现评价也更高。
研究结果表明，将团队导向的 PBL 与场景模拟相结合的综合课程值得探索。与传统的以教师为主导的讲授式教学相比，这种课程可能更有助于护理学生发展他们领域的核心能力。
