Department of Nursing, Faculty of Nursing, Physiotherapy and Podiatry, University of Seville, 6 Avenzoar St., Seville 41009, Spain; Red Cross Nursing University Center, the University of Seville, Av. de la Cruz Roja No. 1, Dept, Seville 41009, Spain.
Red Cross Nursing University Center, the University of Seville, Av. de la Cruz Roja No. 1, Dept, Seville 41009, Spain.
Nurse Educ Pract. 2024 Oct;80:104141. doi: 10.1016/j.nepr.2024.104141. Epub 2024 Sep 12.
The aim of this study was to explore the perceptions and satisfaction of last-year nursing students with the Self-Learning Methodology in Simulated Environments (MAES©).
As a learning method, clinical simulation uses elements that replicate real clinical practice scenarios and facilitates the acquisition of competencies and learning objectives. Simulations promote critical thinking, knowledge, techniques and teamwork in nursing students. The Self-Learning Methodology in Simulated Environments (MAES©) is a method that integrates problem-based learning with realistic clinical simulation.
A cross-sectional mixed-method study implemented a simulation learning method as part of the mandatory nursing training practice; that was registered in Open Science Framework (Registration DOI: https://doi.org/10.17605/OSF.IO/R89PZ).
Students were invited to complete a cross-sectional questionnaire about satisfaction with the simulation and were asked to participate in an interview about their perceptions on the simulation. All data were collected in December 2023 in a mid-sized southern Spanish university. A total of 69 last-year nursing students were enrolled in the simulation course and were selected using eligibility criteria.
Satisfaction measures showed no significant differences across gender, university access, or age (p>0.05 each). However, strong correlations were found between students' preference for the simulation method and perceived effort value (p<0.001 each). Qualitative analysis identified key themes in different stages of simulation (prebriefing, scenario, briefing, debriefing), simulation benefits (learning, usefulness, positive emotions) and challenges (difficulty, realism, time constraints). Despite some realism concerns, overall, students viewed the methodology positively.
The findings of this study underscore the vital role of simulation-based learning in nursing education. As the field of nursing continues to evolve, so too must the educational methods we employ, with simulation-based learning standing at the forefront of this transformative journey.
本研究旨在探讨护理专业最后一年学生对模拟环境中的自主学习方法（MAES©）的认知和满意度。
作为一种学习方法，临床模拟使用模拟真实临床实践场景的元素，促进护理学生的能力和学习目标的获取。模拟促进了护理学生的批判性思维、知识、技能和团队合作。模拟环境中的自主学习方法（MAES©）是一种将基于问题的学习与现实临床模拟相结合的方法。
一项横断面混合方法研究实施了一种模拟学习方法，作为护理培训实践的强制性部分；该研究在开放科学框架（注册 DOI：https://doi.org/10.17605/OSF.IO/R89PZ）中进行了注册。
邀请学生完成一份关于对模拟的满意度的横断面问卷，并要求他们参与关于对模拟的看法的访谈。所有数据均于 2023 年 12 月在西班牙南部一所中型大学收集。共有 69 名护理专业最后一年的学生参加了模拟课程，并根据资格标准进行了选择。
满意度衡量指标在性别、大学入学途径或年龄方面没有显著差异（p>0.05 每项）。然而，学生对模拟方法的偏好与感知的努力价值之间存在很强的相关性（p<0.001 每项）。定性分析确定了模拟的不同阶段（预简报、情景、简报、讨论）、模拟的益处（学习、有用性、积极情绪）和挑战（困难、现实性、时间限制）的关键主题。尽管存在一些现实性问题，但总体而言，学生对该方法持积极态度。
这项研究的结果强调了基于模拟的学习在护理教育中的重要作用。随着护理领域的不断发展，我们所采用的教育方法也必须随之发展，基于模拟的学习在这场变革之旅中处于前沿地位。
