Platt Alan, McMeekin Peter, Prescott-Clements Linda
Nursing, Midwifery and Health, Northumbria University, Newcastle upon Tyne, UK.
Education Department, Royal College of Veterinary Surgeons, London, UK.
BMJ Simul Technol Enhanc Learn. 2020 May 21;7(2):66-74. doi: 10.1136/bmjstel-2019-000520. eCollection 2021.
The use of simulation has grown in prominence, but variation in the quality of provision has been reported, leading to calls for further research into the most effective instructional designs. Simulation Using Team Deliberate Practice (Sim-TDP) was developed in response. It combines the principles of simulation with deliberate practice, therefore, providing participants with opportunities to work towards well-defined goals, rehearse skills and reflect on performance whilst receiving expert feedback. This study aimed to compare the effects of Sim-TDP, versus the use of traditional simulation, on the performance of second year adult nursing students.
Using a longitudinal quasi-experimental design, the effects of the two approaches were compared over a 1-year period. Sixteen groups, each containing an average of six participants, were randomised into an intervention arm (n=8) or comparison arm (n=8). Data collection took place at 3 monthly intervals, at which point the performance and time to complete the scenario objectives/tasks, as a team, were recorded and analysed using a validated performance tool.
The independent t-tests, comparing the performance of the groups, did not demonstrate any notable differences during the three phases. However, in phase 1, the independent t-tests suggested an improvement in the Sim-TDP participants' time spent on task ( = 5.12, p<0.001), with a mean difference of 7.22 min. The mixed analysis of covariance inferred that the use of the Sim-TDP led to an improvement, over time, in the participants' performance (F = 12.91, p=0.016), and thus, an association between Sim-TDP and the enhanced performance of participants.
The results suggest that Sim-TDP, potentially, optimised participant performance, while maximising the use of Simulation-based education (SBE) resources, such as simulation facilities and equipment. The model could be of practical benefit to nurse educators wishing to integrate SBE into their programmes.
模拟教学的应用日益突出，但已有报道称其教学质量存在差异，这促使人们呼吁进一步研究最有效的教学设计。作为回应，开发了团队刻意练习模拟法（Sim-TDP）。它将模拟原则与刻意练习相结合，从而为参与者提供朝着明确目标努力、演练技能并在接受专家反馈时反思表现的机会。本研究旨在比较Sim-TDP与传统模拟教学对成人护理专业二年级学生表现的影响。
采用纵向准实验设计，在1年时间内比较两种教学方法的效果。将16个小组（每组平均6名参与者）随机分为干预组（n = 8）或对照组（n = 8）。每3个月进行一次数据收集，届时记录团队完成情景目标/任务的表现和时间，并使用经过验证的表现工具进行分析。
比较两组表现的独立t检验在三个阶段均未显示出任何显著差异。然而，在第一阶段，独立t检验表明Sim-TDP参与者在任务上花费的时间有所改善（t = 5.12，p < 0.001），平均差异为7.22分钟。协方差混合分析推断，随着时间推移，使用Sim-TDP会使参与者的表现得到改善（F = 12.91，p = 0.016），因此，Sim-TDP与参与者表现的提升之间存在关联。
结果表明，Sim-TDP可能优化了参与者的表现，同时最大限度地利用了基于模拟的教育（SBE）资源，如模拟设施和设备。该模式可能对希望将SBE融入其课程的护理教育工作者具有实际益处。
