Olaussen Camilla, Steindal Simen A, Jelsness-Jørgensen Lars-Petter, Aase Ingunn, Stenseth Hege Vistven, Tvedt Christine Raaen
Lovisenberg Diaconal University College, Lovisenberggata 15b, 0456, Oslo, Norway.
University of Stavanger, Postboks 8699 Forus, 4036, Stavanger, Norway.
BMC Nurs. 2022 Feb 22;21(1):47. doi: 10.1186/s12912-022-00824-2.
Limited access to supervision, feedback and quality learning experiences pose challenges to learning in the clinical setting for first-year nursing students who are beginning their clinical experiences. Prior studies have indicated that simulation training, as a partial replacement of clinical practice hours, may improve learning. However, there has been little research on simulation training integrated as a partial replacement during first-year students' clinical practice in nursing homes. The primary aim of this study was to examine first-year nursing students' knowledge acquisition and self-efficacy in integrating a partial replacement of clinical hours in nursing homes with simulation training. Its secondary aim was to examine perceptions of how learning needs were met in the simulated environment compared with the clinical environment.
The primary aim was addressed using an experimental design that included pre- and post-tests. The secondary aim was investigated using a descriptive survey-based comparison.
First-year students at a Norwegian university college (n = 116) were asked to participate. Those who agreed (n = 103) were randomly assigned to the intervention group (n = 52) or the control group (n = 51). A knowledge test, the General Self-efficacy Scale and the Clinical Learning Environment Comparison Survey were used to measure students' outcomes and perceptions. The data were analysed using independent samples t-tests, chi-square tests and paired samples t-tests.
Knowledge scores from pre- to post-tests were significantly higher in the intervention group than in the control group with a medium to large effect size (p < 0.01, Hedges' g = 0.6). No significant differences in self-efficacy were identified. Significant differences (p < 0.05) were observed between the simulated and the clinical environment with regard to meeting learning needs; effect sizes ranged from small and medium to large (Cohen's d from 0.3 to 1.0).
Integrating the partial replacement of clinical hours in nursing homes with simulation training for first-year nursing students was positively associated with knowledge acquisition and meeting learning needs. These findings are promising with regard to simulation as a viable partial replacement for traditional clinical practice in nursing homes to improve learning.
对于刚开始临床实习的一年级护理专业学生而言，在临床环境中获得监督、反馈和高质量学习体验的机会有限，这给他们的学习带来了挑战。先前的研究表明，模拟训练作为临床实习时间的部分替代方式，可能会提高学习效果。然而，关于在养老院一年级学生临床实习期间将模拟训练作为部分替代方式的研究却很少。本研究的主要目的是检验一年级护理专业学生在将养老院临床实习时间的部分替代与模拟训练相结合时的知识获取情况和自我效能感。其次要目的是考察与临床环境相比，学生对在模拟环境中学习需求如何得到满足的看法。
主要目的采用包括前测和后测的实验设计来解决。次要目的通过基于描述性调查的比较来研究。
挪威一所大学学院的一年级学生（n = 116）被邀请参与。同意参与的学生（n = 103）被随机分配到干预组（n = 52）或对照组（n = 51）。使用知识测试、一般自我效能量表和临床学习环境比较调查来测量学生的学习成果和看法。数据采用独立样本t检验、卡方检验和配对样本t检验进行分析。
干预组从前测到后测的知识得分显著高于对照组，效应量为中等至较大（p < 0.01，Hedges' g = 0.6）。自我效能感方面未发现显著差异。在满足学习需求方面，模拟环境和临床环境之间观察到显著差异（p < 0.05）；效应量范围从小、中到大（Cohen's d从0.3到1.0）。
将养老院临床实习时间的部分替代与一年级护理专业学生的模拟训练相结合，与知识获取和满足学习需求呈正相关。就模拟作为养老院传统临床实习的可行部分替代方式以改善学习而言，这些发现很有前景。
