Department of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan.
Department of Nursing, Fooyin University, Kaohsiung, Taiwan.
Nurse Educ Today. 2022 Jul;114:105394. doi: 10.1016/j.nedt.2022.105394. Epub 2022 May 9.
Simulation-based learning that focuses on the development and assessment of communication and counseling skills can help nursing students achieve better skill performance and gain self-confidence with decision-making ability. It is unknown whether virtual simulation as an instructional design significantly improves educational outcomes than a traditional lecture with low-fidelity simulation in students.
The aim was to explore the effect of a virtual simulation-based educational smartphone application on nursing students' beliefs and self-efficacy in communicating with patients about complementary and alternative medicine (CAM) use.
A quasi-experimental study with pretest-posttest nonequivalent control group design.
A total of 101 nursing students, who were in their second or third-year nursing program at a Southern Taiwan university volunteered to participate in the academic year 2020-2021. Participants were assigned to an experimental or control group in an elective course.
All participants received a 4-hour lecture that included an in-class lecture with low-fidelity simulation (paper-based scenarios) about the risk-benefit assessment of a patient's CAM use. The experimental group received a series of 13 virtual simulation exercises with clinical scenarios by means of a smartphone application. Data from belief and self-efficacy scales were collected at the beginning and end of the course from September 2020 to February 2021. Descriptive and inferential statistics were analyzed using the IBM® SPSS® version 23.0.
Although both groups significantly improved their belief and self-efficacy scale scores, the experimental group had significant differences in overall self-efficacy in communicating with patients about CAM use compared with the control group, specifically the CAM perceptions and self-confidence scores.
Although both in-class and virtual simulation improved nursing students' belief and self-efficacy, the virtual simulation-based educational app is effective as an adjunct learning tool in significantly increasing nursing students' self-efficacy in communicating with patients about CAM use to help minimize their risks.
基于模拟的学习侧重于沟通和咨询技能的发展和评估，可以帮助护理学生更好地掌握技能并增强决策能力的自信心。目前尚不清楚虚拟模拟作为教学设计是否比传统的低保真模拟讲座更能显著提高学生的教育成果。
旨在探讨基于虚拟模拟的教育智能手机应用程序对护理学生与患者就补充和替代医学（CAM）使用进行沟通的信念和自我效能感的影响。
一项具有前测-后测非等同对照组设计的准实验研究。
2020-2021 学年，共有 101 名护理专业学生自愿参加了位于台湾南部一所大学的第二或第三年护理课程。参与者在选修课程中被分配到实验组或对照组。
所有参与者都参加了 4 小时的讲座，其中包括一个关于患者 CAM 使用的风险-效益评估的课堂讲座和低保真模拟（基于纸质的情景）。实验组通过智能手机应用程序接受了一系列 13 项与临床情景相关的虚拟模拟练习。从 2020 年 9 月至 2021 年 2 月，在课程开始和结束时收集信念和自我效能感量表的数据。使用 IBM® SPSS® 版本 23.0 进行描述性和推论性统计分析。
尽管两组的信念和自我效能感量表评分都显著提高，但实验组在与患者就 CAM 使用进行沟通的总体自我效能方面与对照组存在显著差异，特别是在 CAM 感知和自我信心方面。
虽然课堂教学和虚拟模拟都提高了护理学生的信念和自我效能感，但基于虚拟模拟的教育应用程序是一种有效的辅助学习工具，可显著提高护理学生与患者就 CAM 使用进行沟通的自我效能感，以帮助降低风险。
