沙特阿拉伯利雅得的护理学生的虚拟仿真、批判性思维和自主学习能力之间的关系。
The relationship between virtual simulation, critical thinking, and self-directed learning abilities of nursing students in Riyadh, Saudi Arabia.
机构信息
Maternity and Pediatric Nursing Department, College of Nursing, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia.
College of Nursing, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia.
出版信息
PeerJ. 2024 Oct 9;12:e18150. doi: 10.7717/peerj.18150. eCollection 2024.
OBJECTIVE
The use of virtual simulation in nursing education is an effective approach for improving nursing critical thinking and self-learning abilities, but the previous studies were limited to providing the required evidence that supports the association. This study aimed to assess the relationship between virtual simulation and critical thinking disposition and self-directed learning abilities among nursing students.
METHODS
This is a descriptive correlational, non-experimental study. It was conducted among 201 third- and fourth-year nursing students at the Academic Institution, Saudi Arabia. A non-probability convenience sampling technique was used to select the participants; then, an online, adapted questionnaire was sent to the participants, the data from which was analyzed by SPSS.
RESULTS
The study findings showed that virtual simulation benefited nursing students. Most participants (56%) agreed that it helped them to think critically, and approximately 27% strongly agreed. It also enhanced their self-directed learning abilities, and the majority of the students agreed that they often review the way nursing practice is conducted. Furthermore, the results showed a significant, positive relationship between virtual simulation and the critical thinking disposition of nursing students (-value = 0.03; correlation coefficient = 0.65), a strong positive relationship with self-directed learning abilities of nursing students (-value = 0.004; correlation coefficient = 0.78), and a strong positive relationship between critical thinking disposition with self-directed learning abilities of nursing students (-value = 0.01; correlation coefficient = 0.72).
CONCLUSION
There are significant relationships between virtual simulation and the critical thinking disposition and self-directed learning abilities of nursing students. Furthermore, virtual simulation made the students practice critical thinking and self-learning, so, they simulate events and try to seek out and solve the problems.
目的
虚拟仿真在护理教育中的应用是提高护理批判性思维和自主学习能力的有效方法，但以往的研究仅限于提供支持关联的必要证据。本研究旨在评估虚拟仿真与护理学生批判性思维倾向和自主学习能力之间的关系。
方法
这是一项描述性相关性、非实验性研究。在沙特阿拉伯学术机构的 201 名三、四年级护理学生中进行。采用非概率便利抽样技术选择参与者；然后，向参与者发送在线改编后的问卷，使用 SPSS 分析数据。
结果
研究结果表明，虚拟仿真使护理学生受益。大多数参与者（56%）认为它有助于他们批判性地思考，约 27%的人强烈同意。它还增强了他们的自主学习能力，大多数学生同意他们经常复习护理实践的进行方式。此外，结果表明虚拟仿真与护理学生批判性思维倾向之间存在显著正相关（-值=0.03；相关系数=0.65），与护理学生自主学习能力之间存在强正相关（-值=0.004；相关系数=0.78），以及护理学生批判性思维倾向与自主学习能力之间存在强正相关（-值=0.01；相关系数=0.72）。
结论
虚拟仿真与护理学生的批判性思维倾向和自主学习能力之间存在显著关系。此外，虚拟仿真使学生练习批判性思维和自主学习，因此，他们模拟事件并尝试寻找和解决问题。
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