刻意练习反思在本科护生急救模拟反应中的效果。
The Effects of a Deliberate Practice Debriefing During a Response to Rescue Patient Simulation With Undergraduate Nursing Students.
机构信息
About the Authors Barbara Aronson, PhD, RN, CNE, is professor and coordinator, EdD in Nursing Education, Southern Connecticut State University Department of Nursing, New Haven, Connecticut. Arleigh Bell, MN, MAED, RN, is a lecturer, School of Nursing, Thompson Rivers University, Kamloops, British Columbia, Canada. Tia Andrighetti, DNP, APRN, CNM, CHSE, is an associate professor, Frontier Nursing University, Versailles, Kentucky. Mary Meyer, PhD, APRN, is a clinical associate professor, School of Nursing and Health Studies, University of Missouri, Kansas City, Missouri. Karen Shepherd, MSN, RN, CHSE, is an associate professor, College of the Ozarks Armstrong McDonald School of Nursing, Point Lookout, Missouri. Deborah Bambini, PhD, WHNP-BC, CNE, CHSE, ANEF, is an associate professor, Grand Valley State University, Allendale, Michigan. This study was supported by the Kwantlen Polytechnic University Innovation and Technology Research Fund and an INACSL Debra Spunt Research Grant. For more information, contact Dr. Aronson at
出版信息
Nurs Educ Perspect. 2021;42(4):235-237. doi: 10.1097/01.NEP.0000000000000720.
The purpose of this multisite, randomized, pretest/posttest quasi-experimental study was to compare student nurse competency, learning retention, and perceived student support after exposure to a deliberate practice debriefing versus standardized debriefing. Fifty undergraduate students participated in the complex response to rescue simulation. The intervention group had significantly higher total mean and three subscale scores on the competency tool than the comparison group, although differences in learning retention and student support were not significant. This study provides preliminary support for the effectiveness of deliberate practice debriefing to enhance students' mastery of skills and behaviors in complex simulations.
本多站点、随机、前测/后测类实验研究旨在比较暴露于刻意练习讨论与标准化讨论后，护生能力、学习保留和感知学生支持的差异。50 名本科学生参与了复杂反应救援模拟。干预组在能力工具上的总平均分和三个子量表得分显著高于对照组，尽管学习保留和学生支持方面的差异不显著。本研究初步支持了刻意练习讨论对增强学生在复杂模拟中掌握技能和行为的有效性。
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