Liu Yu-Hsin, Subeq Yi-Maun, Lin Po-Han
Department of Nursing, China Medical University Hospital, Taichung City, Taiwan.
Department of Nursing, National Taichung University of Science and Technology, Taichung City, Taiwan.
Front Psychol. 2023 Jan 9;13:1015106. doi: 10.3389/fpsyg.2022.1015106. eCollection 2022.
Confronting a patient's breathing difficulties, clinical junior nurses often do not know how to respond, and fail to give proper evaluation and treatment. Sudden changes in the condition make the clinical nursing novices feel pressured, and even, frustrated.
This study aims at exploring the effectiveness of the high-realistic situational simulation of dyspnea teaching program for pre-clinical and clinical 1 year nurses after graduation.
This study adopts a quasi-experimental repeated measure pre-post-test design study with nonequivalent control group pre- and post-test research design. A total of 135 subjects participated in the research: nurses, post graduate year (NPGY) ( = 69), have been employed in the adult ward of a medical center for less than 1 year; and pre-clinical nurses ( = 66), 3rd-year nursing students with nurse licenses from a university in the central part of Taiwan. Simulation-based education instructed and incorporated into the high-realistic situation simulation dyspnea teaching program. Questionnaires were used to measure the effectiveness of learning, data were analyzed with SPSS version 20.0, and the scores were repeatedly measured with the generalized estimating equation.
For "cognition, skills, attitude, self-efficacy, teamwork," NPGY and pre-clinical nurses' post-tests are better than pre-tests, with statistically significant results. NPGY nurses' "skills," "attitude" and "teamwork" learning effectiveness are better than those of the pre-clinical nurses.
The high-realistic situational simulation of dyspnea teaching program can significantly improve the learning effectiveness of NPGY nurses and pre-clinical nurses in the clinical evaluation and treatment of dyspnea.
面对患者的呼吸困难，临床低年资护士常常不知如何应对，无法给予恰当的评估与处理。病情的突然变化使临床护理新手感到压力巨大，甚至感到挫败。
本研究旨在探讨针对毕业前及毕业1年的临床护士进行的高逼真情境模拟呼吸困难教学方案的效果。
本研究采用类实验性重复测量前后测设计研究以及非等效对照组前后测研究设计。共有135名受试者参与研究：毕业后在某医学中心成人病房工作不到1年的护士（NPGY）（n = 69）；以及来自台湾中部某大学的持有护士执照的三年级护理学生（即临床前护士）（n = 66）。基于模拟的教育被指导并纳入高逼真情境模拟呼吸困难教学方案。采用问卷测量学习效果，数据用SPSS 20.0版进行分析，得分用广义估计方程进行重复测量。
对于“认知、技能、态度、自我效能感、团队协作”，NPGY护士和临床前护士的后测成绩均优于前测，差异具有统计学意义。NPGY护士在“技能”“态度”和“团队协作”方面的学习效果优于临床前护士。
高逼真情境模拟呼吸困难教学方案能显著提高NPGY护士和临床前护士在呼吸困难临床评估与处理方面的学习效果。
