Tseng Li-Ping, Hou Tung-Hsu, Huang Li-Ping, Ou Yang-Kun
Department of Management Center, Sisters of our Lady of China Catholic Medical Foundation, St. Martin De Porres Hospital, Chiayi City, 60069, Taiwan.
Department of Industrial Engineering and Management, National Yunlin University of Science and Technology, Yunlin, 640301, Taiwan.
BMC Nurs. 2021 Nov 15;20(1):229. doi: 10.1186/s12912-021-00744-7.
To determine the impact of combining clinical simulation scenario training and Information Technology Integrated Instruction (ITII) on the teaching of nursing skills.
120 4th-year students in a nursing program who were enrolled in medical and surgical nursing courses. 61 received innovative instruction (experimental group) and 59 received conventional instruction (control group). The ADDIE model, systematic method of course development that includes analysis, design, development, implementation, and evaluation,was used to build simulation teaching and clinical scenarios and to create and modify objective structure clinical examination (OSCE) scenario checklists for acute myocardial infarction (AMI) care, basic life support and operation of automated external defibrillator (BLS), and subdural hemorrhage (SDH) care. The modified OSCE checklists were assessed for reliability, consistency, and validity. The innovative training included flipped classrooms, clinical simulation scenarios, ITII and blended learning formats.
The reliability and validity of the OSCE checklists developed in this study were acceptable and comparable or higher than checklists in past studies and could be utilized as an OSCE performance tool. Students in innovative instruction obtained significantly better OSCE performance, lab scores and improvements from the previous year's grades. Significant differences were found in situational awareness (SA). No strong correlations were found between OSCE scores and clinical internship scores, and no significant differences were found between the groups in overall clinical internship performance.
Innovative instruction showed better performance than conventional methods in summative evaluation of knowledge components, OSCE formative evaluation and clinical nursing internship scores, as well as improved situational awareness in nursing students.
确定临床模拟情景训练与信息技术整合教学（ITII）相结合对护理技能教学的影响。
120名护理专业四年级学生，他们正在学习内科和外科护理课程。61名学生接受创新教学（实验组），59名学生接受传统教学（对照组）。ADDIE模型，一种包括分析、设计、开发、实施和评估的课程开发系统方法，被用于构建模拟教学和临床情景，并创建和修改针对急性心肌梗死（AMI）护理、基本生命支持和自动体外除颤器操作（BLS）以及硬膜下出血（SDH）护理的客观结构化临床考试（OSCE）情景检查表。对修改后的OSCE检查表进行可靠性、一致性和有效性评估。创新培训包括翻转课堂、临床模拟情景、ITII和混合学习形式。
本研究开发的OSCE检查表的可靠性和有效性是可以接受的，与以往研究中的检查表相当或更高，可作为OSCE表现工具使用。接受创新教学的学生在OSCE表现、实验成绩以及与上一年成绩相比的进步方面明显更好。在情景意识（SA）方面发现了显著差异。未发现OSCE成绩与临床实习成绩之间有强相关性，且两组在整体临床实习表现方面未发现显著差异。
在知识成分的总结性评估、OSCE形成性评估和临床护理实习成绩方面，创新教学比传统方法表现更好，同时提高了护生的情景意识。
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