Badowski Donna, Rossler Kelly L, Reiland Nanci
DePaul University School of Nursing, 990 W. Fullerton Ave., Chicago, IL 60614-7282, USA.
Baylor University Louise Herrington School of Nursing, 333 N. Washington Avenue, Dallas, TX 75246, USA.
J Prof Nurs. 2021 Jul-Aug;37(4):683-689. doi: 10.1016/j.profnurs.2021.05.005. Epub 2021 May 8.
The COVID-19 pandemic immediately changed the way nursing programs provide clinical experiences for pre-licensure nursing programs. Healthcare organizations closed access to clinical experiences for nursing students and universities immediately shifted to remote learning and online virtual simulation.
This research examined students' perceptions of virtual simulation in meeting their learning needs when compared to traditional clinical experiences and manikin-based simulation environments.
A retrospective multi-site exploratory, descriptive design had 97 participants complete the Clinical Learning Environment Comparison Survey 2.0 after having experienced virtual simulation. A Kruskal-Wallis test was used to examine differences among participants when grouped by degree program and level/term within the nursing program.
Traditional clinical experiences met students' perceived learning needs for all degree programs of study for subscale items of communication, nursing process, holism, critical thinking, and self-efficacy. When grouped by level/term, traditional clinical experiences met all students' perceived learning needs for every subscale item. Manikin-based simulation met students' perceived learning needs for subscale items of critical thinking and teaching-learning dyad while virtual simulation met perceived learning needs for subscale items of nursing process, critical thinking, self-efficacy, and teaching-learning dyad.
While traditional clinical learning experiences remains the "gold standard", manikin-based and virtual simulation do meet specific important learning needs.
新冠疫情迅速改变了护理项目为预执照护理专业学生提供临床实习的方式。医疗机构关闭了护理专业学生的临床实习通道，大学立即转向远程学习和在线虚拟模拟。
本研究探讨了与传统临床实习和基于人体模型的模拟环境相比，学生对虚拟模拟满足其学习需求的看法。
采用回顾性多地点探索性描述性设计，97名参与者在经历虚拟模拟后完成了临床学习环境比较调查2.0。使用Kruskal-Wallis检验来检验按学位项目和护理项目内的水平/学期分组时参与者之间的差异。
对于沟通、护理程序、整体观、批判性思维和自我效能感等分量表项目，传统临床实习满足了所有学位项目学生的学习需求。按水平/学期分组时，传统临床实习满足了所有学生在每个分量表项目上的学习需求。基于人体模型的模拟满足了批判性思维和教学二元组分量表项目的学习需求，而虚拟模拟满足了护理程序、批判性思维、自我效能感和教学二元组分量表项目的学习需求。
虽然传统临床学习经验仍然是“金标准”，但基于人体模型的模拟和虚拟模拟确实满足了特定的重要学习需求。
