PhD, RN, Assistant Professor, Department of Nursing, Asia University, Taiwan.
PhD, RN, Distinguished Professor, Department of Nursing, Asia University, Taiwan.
J Nurs Res. 2024 Oct 1;32(5):e348. doi: 10.1097/jnr.0000000000000631.
High-fidelity telesimulation can address the gap in nursing education caused by the pandemic by providing a simulated environment for students to practice skills that closely mimic real-life scenarios.
This study was designed to determine the effect of a high-fidelity telesimulation teaching program on emergency and critical patient care-related knowledge, self-confidence, and critical thinking skills in nursing students.
This randomized, single-blind controlled study was conducted on a sample of 84 nursing students who were evaluated using pretest and posttest measurements. The participants were randomized into a control group ( n = 43) and an experimental group ( n = 41). The control group received an in-person traditional teaching program, and the experimental group was taught using a high-fidelity telesimulation program. During the high-fidelity telesimulation, synchronous online tutorial learning and telesimulation were conducted every 100 and 300 minutes. The experimental group program included a lecture, simulation teaching videos, and demonstrations related to endotracheal intubation, 12-lead electrocardiography, protective clothing, and hybrid telesimulation learning. In each subgroup, the students executed a single high-fidelity telesimulation scenario in which they were assigned individual roles. The students in the other subgroups served as observers and engaged in the synchronous online debriefing. Teaching efficacy was evaluated using an objective structured clinical examination and a questionnaire designed for emergency and critical patient care.
In the experimental group, levels of knowledge and self-confidence as well as critical thinking skills related to emergency and critical patient care were significantly higher than in the control group ( p < .05).
High-fidelity telesimulation teaching is a feasible and reliable alternative to conventional in-person simulation for nursing students, particularly in situations where traditional clinical experiences are not possible.
高保真远程模拟可以通过为学生提供模拟环境来练习技能，这些技能可以模拟真实场景，从而解决疫情期间护理教育中的差距问题。
本研究旨在确定高保真远程模拟教学方案对护理学生在紧急和危重症患者护理相关知识、自信心和批判性思维技能方面的影响。
这是一项随机、单盲对照研究，对 84 名护理学生进行了评估，使用了前测和后测测量。参与者被随机分为对照组（n = 43）和实验组（n = 41）。对照组接受了面对面的传统教学方案，实验组则接受了高保真远程模拟方案。在高保真远程模拟中，每 100 分钟和 300 分钟进行一次同步在线辅导学习和远程模拟。实验组的课程包括有关气管插管、12 导联心电图、防护服和混合远程模拟学习的讲座、模拟教学视频和演示。在每个小组中，学生执行单个高保真远程模拟场景，其中他们被分配了个人角色。其他小组的学生则作为观察员参与同步在线讨论。使用客观结构化临床考试和专为紧急和危重症患者护理设计的问卷来评估教学效果。
在实验组中，紧急和危重症患者护理相关知识、自信心和批判性思维技能水平明显高于对照组（p <.05）。
高保真远程模拟教学是护理学生替代传统面对面模拟的一种可行且可靠的方法，特别是在传统临床经验不可行的情况下。
