School of Nursing, Chang Gung University, Taoyuan, Taiwan; Department of Nursing, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan.
School of Medicine, Chang Gung University, Taoyuan, Taiwan; Department of Thoracic and Cardiovascular Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan.
Nurse Educ Today. 2022 Nov;118:105526. doi: 10.1016/j.nedt.2022.105526. Epub 2022 Aug 28.
Acute care and critical care are among the most challenging tasks in nursing, which requires information, knowledge, and skills across multiple areas. Scenario simulations can teach nursing students how to respond to these challenges in a safe environment, which can also reduce the stress of acute and critical care prior to exposure to a clinical setting. However, few studies have examined whether scenario simulations of acute and critical care can improve the abilities of nursing students.
To examine the effects of acute and critical care scenario simulations for nursing students.
A quasi-experimental design.
A department of nursing at a university.
A total of 88 senior nursing students enrolled in a course in acute and critical care nursing volunteered to participate.
The experience provided by scenario simulations was guided by the best practice standards of the International Nursing Association for Clinical Simulation and Learning, which recommends outcome measures include a change in knowledge, skills, and attitudes. Students completed three self-assessment instruments before and after completion of the course: simulation learning effectiveness, self-reflection and insight, and satisfaction with the simulation format. Comparisons of pre-test and post-test scores on the self-assessment instruments evaluated the effects of the simulation learning.
Post-test scores for subscale of self-regulation for simulation learning effectiveness and insight were significantly higher compared with pre-test scores (t = -2.85, p < 0.01 and t = -5.23, p < 0.001, respectively). There was also a significant increase for learning satisfaction in post-test, compared with pre-test (t = -3.70, p < 0.001).
The use of scenario simulations for teaching acute and critical care nursing improved self-regulation, insight and learning satisfaction for undergraduate nursing students.
急症护理和重症护理是护理中最具挑战性的任务之一，需要跨多个领域的信息、知识和技能。情景模拟可以教导护理学生如何在安全的环境中应对这些挑战，这也可以减少他们在接触临床环境之前对急症和重症护理的压力。然而，很少有研究检验过急症和重症护理情景模拟是否可以提高护理学生的能力。
检验急症和重症护理情景模拟对护理学生的影响。
准实验设计。
一所大学的护理系。
共有 88 名参加急症和重症护理护理课程的高级护理学生自愿参加。
情景模拟所提供的经验遵循国际护理协会临床模拟与学习的最佳实践标准，该标准建议结果衡量指标包括知识、技能和态度的变化。学生在课程完成前后完成了三个自我评估工具：模拟学习效果、自我反思和洞察力以及对模拟格式的满意度。通过比较自我评估工具的前测和后测得分，评估模拟学习的效果。
模拟学习效果和洞察力的自我调节分量表的后测得分显著高于前测得分（t=-2.85，p<0.01 和 t=-5.23，p<0.001）。后测的学习满意度也显著高于前测（t=-3.70，p<0.001）。
在急症和重症护理护理教学中使用情景模拟提高了本科护理学生的自我调节、洞察力和学习满意度。
