护理专业学生对基于模拟的评估满意度的相关因素：横断面研究中心理安全感与性别的相互作用
Factors associated with nursing students' satisfaction with simulation-based assessments: interaction between psychological safety and gender in a cross-sectional study.
作者信息
Kyung Minjung, Kim Hieun, Kim Jung-Hee
机构信息
College of Nursing, The Catholic University of Korea, 222 Banpo-daero Seocho-gu, Seoul, 06591, Korea.
出版信息
BMC Med Educ. 2025 Jul 14;25(1):1051. doi: 10.1186/s12909-025-07648-z.
BACKGROUND
Simulation-based learning (SBL) provides realistic clinical scenarios within a safe and controlled environment, allowing students to develop clinical skills without posing risks to patient safety. However, heightened anxiety surrounding performance assessments may hinder nursing students' learning outcomes, with potential gender-based differences. Identifying factors associated with student satisfaction in SBL is crucial to optimize learning experience and improve educational strategies.
OBJECTIVES
This study aimed to identify factors associated with satisfaction in SBL, and to examine the interaction between psychological safety and gender on satisfaction among nursing students.
METHODS
This cross-sectional study collected data from nursing students after simulation-based assessments. Based on the NLN/Jeffries Simulation Framework, multiple linear regression was employed to analyze the relationships between satisfaction in SBL and variables such as demographics, psychological safety, and simulation design features.
RESULTS
Among 243 nursing students in this study, 85.2% were female. In simulation-based assessments, female students were more sensitive to interpersonal risks in the simulation environment, whereas male students were more affected by high-fidelity design features. Higher psychological safety and better simulation design features were significantly associated with satisfaction in SBL. No significant interaction effect between psychological safety and gender was found.
CONCLUSIONS
This study expands on prior research by providing empirical evidence of gender-specific responses to psychological safety and simulation design in SBL. The findings suggest the need for gender-sensitive approaches in SBL. This study might help guide educators and researchers develop effective simulation-based curriculums and provide foundational evidence for a professional development plan.
CLINICAL TRIAL NUMBER
Not applicable.
背景
基于模拟的学习（SBL）在安全可控的环境中提供逼真的临床场景，使学生能够培养临床技能，而不会对患者安全构成风险。然而，围绕绩效评估的高度焦虑可能会阻碍护生的学习成果，且可能存在基于性别的差异。确定与SBL中学生满意度相关的因素对于优化学习体验和改进教育策略至关重要。
目的
本研究旨在确定与SBL满意度相关的因素，并检验心理安全与性别之间对护生满意度的交互作用。
方法
这项横断面研究在基于模拟的评估后收集了护生的数据。基于NLN/杰弗里斯模拟框架，采用多元线性回归分析SBL满意度与人口统计学、心理安全和模拟设计特征等变量之间的关系。
结果
本研究中的243名护生中，85.2%为女性。在基于模拟的评估中，女生对模拟环境中的人际风险更敏感，而男生受高保真设计特征的影响更大。更高的心理安全和更好的模拟设计特征与SBL满意度显著相关。未发现心理安全与性别之间存在显著的交互作用。
结论
本研究通过提供关于SBL中心理安全和模拟设计的性别特异性反应的实证证据，扩展了先前的研究。研究结果表明在SBL中需要采用对性别敏感的方法。本研究可能有助于指导教育工作者和研究人员制定有效的基于模拟的课程，并为专业发展计划提供基础证据。
临床试验编号
不适用。
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