College of Nursing, Eulji University, Seongnam 13135, Korea.
Int J Environ Res Public Health. 2020 Oct 27;17(21):7866. doi: 10.3390/ijerph17217866.
Due to the coronavirus disease (COVID-19) pandemic, there are many restrictions in effect in clinical nursing practice. Since effective educational strategies are required to enhance nursing students' competency in clinical practice, this study sought to evaluate the effectiveness of simulation problem-based learning (S-PBL). A quasi-experimental control group pretest-post-test design was used. Nursing students were allocated randomly to the control group ( = 31) and the experimental group ( = 47). Students in the control group participated in a traditional maternity clinical practicum for a week, while students in the experimental group participated S-PBL for a week. The students in the experimental group were trained in small groups using a childbirth patient simulator (Gaumard Noelle S554.100, Miami, USA) based on a standardized scenario related to obstetric care. The students' learning attitude, metacognition, and critical thinking were then measured via a self-reported questionnaire. Compared with the control group, the pre-post difference in learning attitude and critical thinking increased significantly ( < 0.01) in the experimental group. S-PBL was found to be an effective strategy for improving nursing students' learning transfer. Thus, S-PBL that reflects various clinical situations is recommended to improve the training in maternal health nursing.
由于冠状病毒病（COVID-19）大流行，临床护理实践中有许多限制。由于需要有效的教育策略来提高护理学生在临床实践中的能力，因此本研究旨在评估模拟基于问题的学习（S-PBL）的效果。采用准实验对照组前后测设计。将护理学生随机分配到对照组（n=31）和实验组（n=47）。对照组的学生参加为期一周的传统妇产科临床实习，而实验组的学生则参加为期一周的 S-PBL。实验组的学生使用分娩患者模拟器（美国迈阿密 Gaumard Noelle S554.100）根据与产科护理相关的标准化场景进行小组培训。然后通过自我报告问卷测量学生的学习态度、元认知和批判性思维。与对照组相比，实验组的学习态度和批判性思维的前后差异显著增加（<0.01）。发现 S-PBL 是提高护理学生学习迁移的有效策略。因此，建议采用反映各种临床情况的 S-PBL 来提高母婴健康护理的培训。
