J Nurs Educ. 2024 Sep;63(9):595-603. doi: 10.3928/01484834-20240507-03. Epub 2024 Sep 1.
Integrating life-threatening clinical simulations improves learning outcomes. This study assessed nursing students' critical thinking factors before and after simulation, evaluated nursing clinical reasoning ability and learning satisfaction at two time points, and explored relationships and predictions among critical thinking, clinical reasoning, and satisfaction before and after simulation.
Surveys and focus groups were used for this mixed-methods study.
Quantitative findings revealed increased critical thinking scores for curiosity, skepticism, and systematicity; clinical reasoning; and satisfaction after simulation. Qualitative results supported these improvements and indicated enhanced curiosity for clinical knowledge and iterative phases of clinical reasoning. Students expressed satisfaction with the simulations. Objectivity significantly influenced clinical reasoning and satisfaction in nursing students following life-threatening simulations.
Fostering a culture of critical thinking in life-threatening simulations is crucial. Educators must teach the importance of objectivity in clinical practice, encourage critical evaluation, and foster self-reflection in simulations. .
将危及生命的临床模拟整合到教学中可以提高学习效果。本研究在模拟前后评估了护理学生的批判性思维因素，在两个时间点评估了护理临床推理能力和学习满意度，并探讨了模拟前后批判性思维、临床推理和满意度之间的关系和预测。
本混合方法研究使用了问卷调查和焦点小组。
定量结果显示，模拟后学生的好奇心、怀疑精神、系统性、临床推理和满意度都有所提高。定性结果支持了这些改进，并表明学生对临床知识和临床推理的迭代阶段的好奇心增强。学生对模拟表示满意。客观性对接受危及生命的模拟训练后的护理学生的临床推理和满意度有显著影响。
在危及生命的模拟中培养批判性思维文化至关重要。教育者必须在临床实践中教授客观性的重要性，鼓励批判性评价，并在模拟中培养自我反思。
