Ma Lihe, Yan Rui, Wang Xiang, Gao Xiaohong, Fan Na, Liu Linmei, Kang Haifen
Nursing College of Shanxi Medical University, Taiyuan, People's Republic of China.
Department of Foreign Language, Shanxi Medical University, Taiyuan, People's Republic of China.
J Multidiscip Healthc. 2024 Mar 7;17:991-1005. doi: 10.2147/JMDH.S440333. eCollection 2024.
Surgical nursing is a high-risk, high-pressure, and complex field. Nurses need extensive knowledge, skills, and abilities. Problem-Based Learning (PBL) and Simulation-Based Learning (SBL) are effective student-centered methods. Which method is better for surgical nurse training? More research is needed to determine the best approach for undergraduate surgical nurse education.
To compare the impact of PBL and SBL on undergraduate nursing students' performance and improve learning outcomes in surgical nursing education.
We used a pretest/post-test design with 318 nursing undergraduates randomly assigned to two groups. Participants completed three progressive scenarios focused on surgical nursing cases. Experts blindly reviewed video recordings using the 70-item Korean Nurses' Core Competence Scale (KNCCS) to assess performance. The 13-item Satisfaction and Self-confidence in learning Scale (SSS) measured learning confidence and satisfaction. SBL participants also completed the 16-item Educational Practices in Simulation Scale (EPSS) and 20-item Simulation Design Scale (SDS).
The study found significant positive effects on both groups, with noticeable improvements in post-test, retention, and follow-up test results ( < 0.001). The SBL group showed higher competency levels in nurses ( < 0.001). The Cohen's d and effect size (r) for various skills were as follows: clinical performance (0.84767 and 6.39023), critical thinking (0.31017 and 0.15325), professional attitude (0.85868 and 0.39452), and communication skills (1.55149 and 0.61294). The satisfaction and self-confidence of nurses were higher in the SBL group (4.53±0.596; 4.47±0.611) compared to the PBL group (4.32±0.689; 4.25±0.632) in all dimensions of SSS (all < 0.05). The SBL group also scored high in simulation design and EPSS. However, improvements are needed in fidelity, objectives, information, and students' expectations.
SBL and PBL improve nurses' core competence, satisfaction, and self-confidence. SBL is superior. This study promotes student-centered education, enhancing surgical nursing professionals' quality and ensuring future patient safety.
外科护理是一个高风险、高压力且复杂的领域。护士需要广泛的知识、技能和能力。基于问题的学习（PBL）和基于模拟的学习（SBL）是以学生为中心的有效方法。哪种方法更适合外科护士培训？需要更多研究来确定本科外科护士教育的最佳方法。
比较PBL和SBL对本科护生表现的影响，并改善外科护理教育中的学习成果。
我们采用了前测/后测设计，将318名本科护生随机分为两组。参与者完成了三个围绕外科护理案例的递进式情景。专家使用70项韩国护士核心能力量表（KNCCS）对视频记录进行盲评，以评估表现。13项学习满意度和自信心量表（SSS）测量学习信心和满意度。SBL组的参与者还完成了16项模拟教育实践量表（EPSS）和20项模拟设计量表（SDS）。
研究发现两组均有显著的积极效果，后测、留存率和随访测试结果均有明显改善（<0.001）。SBL组护士的能力水平更高（<0.001）。各种技能的科恩d值和效应量（r）如下：临床操作（0.84767和6.39023）、批判性思维（0.31017和0.15325）、职业态度（0.85868和0.39452）以及沟通技能（1.55149和0.61294）。在SSS的所有维度上，SBL组护士的满意度和自信心均高于PBL组（4.53±0.596；4.47±0.611）（4.32±0.689；4.25±0.632）（均<0.05）。SBL组在模拟设计和EPSS方面得分也很高。然而，在逼真度、目标、信息和学生期望方面仍需改进。
SBL和PBL均可提高护士的核心能力、满意度和自信心。SBL更具优势。本研究促进了以学生为中心的教育，提高了外科护理专业人员的素质，并确保了未来患者的安全。
