Kawase Yoshiko, Takahashi Shoko, Okayasu Masako, Hirai Yuka, Matsumoto Ichie
Faculty of Nursing and Nutrition, University of Shimane, Izumo, JPN.
Cureus. 2024 Jun 4;16(6):e61685. doi: 10.7759/cureus.61685. eCollection 2024 Jun.
We assessed the effectiveness of a simulation-based education program to improve novice nurses' clinical judgment skills.
A simulation education program was implemented for 21 novice nurses. Surveys were conducted on program satisfaction, learning, and clinical judgment skills before, immediately after, and two months after the program.
Novice nurses were highly satisfied with the simulation education program. The following nine categories were identified as learnings: provide psychological care for patients, conduct sufficient observation, conduct assessment and make judgment based on observational findings, consult and report appropriately to senior nurses, take response action calmly, collect necessary information, acquire knowledge, predict patients' conditions, and make environmental arrangements. The subscale score for theoretical and practical reasoning was significantly higher immediately after and two months after the program than before it. In addition, the subscale for grasping the condition by observation was significantly higher two months after the program than before and immediately after it.
The novice nurses learned to sufficiently observe, obtain necessary information, and prospectively assess patients' conditions by taking part in the simulation education program. The subscale score for grasping the condition by observation was significantly higher two months after the program than before and immediately after it. After the simulation program, novice nurses were likely actively practicing nursing; therefore, this program may not be directly responsible for the improvement of these new nurses' clinical judgment. Nevertheless, we found that the completion of the simulation program was correlated with enhanced clinical judgment.
我们评估了一个基于模拟的教育项目在提高新手护士临床判断技能方面的有效性。
对21名新手护士实施了模拟教育项目。在项目实施前、刚结束后以及结束两个月后，对项目满意度、学习情况和临床判断技能进行了调查。
新手护士对模拟教育项目高度满意。确定了以下九个学习类别：为患者提供心理护理、进行充分观察、根据观察结果进行评估和判断、适当地向资深护士咨询和报告、冷静采取应对行动、收集必要信息、获取知识、预测患者病情以及进行环境安排。项目刚结束后和结束两个月后的理论与实践推理子量表得分显著高于项目实施前。此外，项目结束两个月后的观察掌握病情子量表得分显著高于项目实施前和刚结束后。
新手护士通过参与模拟教育项目学会了充分观察、获取必要信息并前瞻性地评估患者病情。项目结束两个月后的观察掌握病情子量表得分显著高于项目实施前和刚结束后。模拟项目结束后，新手护士可能在积极实践护理工作；因此，该项目可能并非这些新护士临床判断能力提高的直接原因。然而，我们发现模拟项目的完成与临床判断能力的增强相关。
