本科护理与助产专业最后一年学生对基于模拟的教育的看法：一项横断面研究。
Final year undergraduate nursing and midwifery students' perspectives on simulation-based education: a cross-sectional study.
作者信息
Moloney Mairead, Murphy Louise, Kingston Liz, Markey Kathleen, Hennessy Therese, Meskell Pauline, Atkinson Sandra, Doody Owen
机构信息
Department of Nursing and Midwifery, University of Limerick, Limerick, Ireland.
Health Research Institute, University of Limerick, Limerick, Ireland.
出版信息
BMC Nurs. 2022 Nov 6;21(1):299. doi: 10.1186/s12912-022-01084-w.
BACKGROUND
Simulation-based education is a teaching and learning approach that can enhance learning experiences for students on healthcare programmes. Within undergraduate nursing and midwifery education, simulation can support students in developing graduate attributes necessary to become practice-ready professionals. This paper reports on the evaluation of a simulation-based education initiative, which was introduced to support final year undergraduate nursing and midwifery students in preparation for their upcoming clinical internship in practice.
METHODS
This study aimed to evaluate a simulation-based education initiative from the perspectives of final year undergraduate nursing and midwifery students (N = 95). An online survey, using the validated Simulation Effectiveness Tool - Modified (SET-M), was distributed to final year nursing and midwifery students at one university in Ireland. This study was conducted and reported in line with the Consensus-Based Checklist for Reporting of Survey Studies (CROSS).
RESULTS
The results of the study highlight final year nursing and midwifery students' perceptions, experiences, and satisfaction with learning in a simulated environment. Students reported their simulation-based learning experiences as worthwhile, motivating, and as important opportunities to build on previous learning, increase confidence and gain experience in preparation for real-life practice. Students reported feeling more confident in their assessment skills, in providing care and interventions in responding to changes in a person's health status. All students reported that the simulation-based learning experiences enabled them to think more critically about the clinical case scenarios and critically question their actions and decision-making processes. Pre-briefing and debriefing sessions were highlighted as important aspects of the simulation which helped to increase student confidence and cultivate meaningful learning.
CONCLUSION
Simulation-based education is a valuable teaching and learning modality, particularly for final year students who are transitioning to real-life clinical practice. Student-centred simulation-based learning experiences can cultivate professional development and support learners in their transition from university student to healthcare professional.
背景
基于模拟的教育是一种教学方法，可提升医疗保健专业课程学生的学习体验。在本科护理和助产教育中，模拟可帮助学生培养成为具备实践能力的专业人员所需的毕业生特质。本文报告了一项基于模拟的教育举措的评估情况，该举措旨在支持本科护理和助产专业的最后一年学生为即将到来的临床实习做准备。
方法
本研究旨在从本科护理和助产专业最后一年的学生（N = 95）的角度评估一项基于模拟的教育举措。使用经过验证的模拟效果工具 - 修改版（SET-M）进行在线调查，并分发给爱尔兰一所大学的护理和助产专业最后一年的学生。本研究按照基于共识的调查研究报告清单（CROSS）进行并报告。
结果
研究结果突出了护理和助产专业最后一年学生对在模拟环境中学习的看法、体验和满意度。学生们表示，他们基于模拟的学习经历是有价值的、激励人心的，是巩固先前学习、增强信心并积累现实生活实践经验的重要机会。学生们报告说，他们在评估技能、提供护理和应对个人健康状况变化的干预措施方面更有信心。所有学生都表示，基于模拟的学习经历使他们能够更批判性地思考临床案例场景，并对自己的行动和决策过程提出批判性问题。预演和复盘环节被视为模拟的重要方面，有助于增强学生信心并培养有意义的学习。
结论
基于模拟的教育是一种有价值的教学方式，特别是对于即将过渡到现实临床实践的最后一年学生。以学生为中心的基于模拟的学习经历可以促进专业发展，并支持学习者从大学生向医疗保健专业人员的转变。
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